Ontology-Navigated Tutoring System for Flipped-Mastery Model

Authors: Masao Okabe

Abstract:

Nowadays, in Japan, variety of students get into a university and one of the main roles of introductory courses for freshmen is to make such students well prepared for subsequent intermediate courses. For that purpose, the flipped-mastery model is not enough because videos usually used in a flipped classroom is not adaptive and does not fit all freshmen with different academic performances. This paper proposes an ontology-navigated tutoring system called EduGraph. Using EduGraph, students can prepare for and review a class, in a more flexibly personalizable way than by videos. Structuralizing learning materials by its ontology, EduGraph also helps students integrate what they learn as knowledge, and makes learning materials sharable. EduGraph was used for an introductory course for freshmen. This application suggests that EduGraph is effective.

Keywords: Adaptive e-learning, flipped classroom, mastery learning, ontology.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1127306

References:

[1] B. S. Bloom, “Learning for Mastery. Instruction,” UCLA CSEIP Evaluation comment. Vol1(2), 1968.
[2] J. Bergmann, A. Sams, Flip Your Classrooms. Virginia, U.S.A: International Society for Technology in Education, 2012, ch.5, 6, 7.
[3] H. Singh, “Building Effective Blended Program,” Issue of Educational Technology, vol.43, no. 6, pp.51-54, December 2003.
[4] P. Brusilovsky, J. Ekulund, E. Schwarz, “Web-based Education for all: A Tool for Development Adaptive Courseware,” in Proc. 7th International World Wide Web Conference, 1998, pp.291-300.
[5] V. Shute, B. Towle, “Adaptive E-Learning,” Educational Psychologist, vol. 38, no.2 pp.1052-114, 2003.
[6] J. D. Novak, “Applying psychology and philosophy to the improvement of laboratory teaching,” The American Biology Teacher, vol. 48, no. 8, pp.466-474, 1979.
[7] J. D. Novak, “Concept mapping: a useful tool for science education,” Journal of Reserch in Science Teaching, vol. 27, no. 10 pp.937-949, 1990.
[8] C. Snae, M. Brueckner, “Ontology-driven e-learning system based on roles and activities for Thai learning environment,” Interdisciplinary Journal of Knowledge and Learning Objects, vol. 3, pp. 1-17, 2007.
[9] M. Gaeta, F. Orciuoli, and P. Ritrovate, “Advanced ontology management system for personalized e-learning,” Knowledge-Based System, vol. 22, pp.292-301, 2009.
[10] E. L. Baker “Ontology-based educational design: seeing is believing,” Resource Paper No.13, National Center for Research, Graduate School of Education, University of California, Los Angeles, CA, 2012.
[11] BFO Basic Formal Ontology, at http://ifomis.uni-saarland.de/bfo/ (Accessed 2016-02-10).
[12] DOLCE: a Descriptive Ontology for Linguistic and Cognitive Engineering, at http://www.loa.istc.cnr.it/old/DOLCE.html (Accessed 2016-02-15).
[13] Suggested Upper Merged Ontology (SUMO) at http://www. adampease.org/OP/ (Accessed 2016-03-05).
[14] J.F. Sowa, Top-Level Categories at http://www.jfsowa.com/ ontology/toplevel.htm (Accessed 2016-01-21).
[15] R. Mizoguchi, “YAMATO: Yet Another More Advanced Top-level Ontology,” available at http://download.hozo.jp/onto_library/ YAMATO101216.pdf (Accessed 2015-11-10).
[16] R. Apr, B. Smith, A. D. Spear, Building Ontologies with Basic Formal Ontology, The MIT Press, MA, 2015.
[17] Markdown Here at http://markdown-here.com/ (Accessed 2016-04-10).
[18] Neo4j at http://neo4j.com/ (Accessed 2016-04-10).
[19] B. Smith, Basic Formal Ontology 2.0 Specifications and User’s Guide, available at https://github.com/BFO-ontology/BFO/raw/master/docs/ bfo2-reference/BFO2-Reference.pdf (Accessed 2015-12-10).