Simon Carolan

Extracting Domain Ontologies from Reference Books

Encyclopedic knowledge bases can be powerful tools for the acquisition of fundamental knowledge for learners. However, the structure and the very nature of these documents can impede learning processes. By extracting domain ontologies from reference books and using this same material to populate an intelligent learning system, we propose a methodology for lifelong learners.

Towards Augmented Learning in Science and Engineering in Higher Education

Reference books and encyclopedic knowledge bases present learners with an important source of fundamental concepts. However, the resulting knowledge acquisition process is often hindered by the linearity that is inherent to these resources, making it difficult for learners to realize the many links that exist between these concepts. This research project aims at establishing and implementing a rich semantic model for the identification and classification of knowledge in a core-periphery structure at the service of graduate level students of engineering sciences. This model will allow learners to obtain a global view of knowledge domains and to identify roadmaps for the knowledge acquisition process.

Towards the Effective Use of Available Educational Resources: Designing Adaptive Hypermedia Environments for the Engineering Sciences

Adaptive Hypermedia Environments are a suitable means for developing personalized educational content that can respond to the needs of heterogeneous cohorts. These resources are increasingly built upon the Semantic Web, powered by the development and deployment of ontologies. After experimenting the automatic creation of domain ontologies from educational reference books and their use within semantic wikis, we have envisaged the development of applications that allow learners to harness the potential of semantic tools, providing recommended paths for content discovery and effective learning. These applications address issues observed within educational contexts, notably within our institution. The applications will provide learners with a supplementary resource to provide support to those seeking increasingly tailor-made learning experiences.

Preparing for Generation Z: The Hippocampus Experiment at Ecole Centrale de Nantes

Although social researchers who have written about Generation Z have found it difficult to classify the generation precisely, “Gen Z” is generally defined as the younger children of Generation X — in other words, Gen Z starts with today’s teenagers.For the last fifteen years, technoculture theorists have been exploring the consequences of the wide availability of internet connectivity to the first generation of people born to it, who are referred to as “Digital Natives”. Their purpose is to address issues such as shifts in the concept of identity, privacy, content creation, activism, and piracy.Our objective will be to apply the findings of generational experts to highlight possible avenues for pedagogical innovation in our University of science and engineering. We cover a range of questions:What are the online behavioral differences between generation X, Y and Z?What is our experience at ECN in terms of blended teacher and student driven pedagogies?What is the role of Information and Communication Technologies (ICT) in education?What are the expectations and contributions of the “Digital Natives” likely to be?Our purpose will be to define the type pedagogical approach which has the potential to appeal to Gen Z and help them face the challenges of their generation.This paper will be based on the research and testimonies of a wide range of experts: it will include the work of technoculture theorists such as John Palfrey, Urs Gasser and Cathy Davidson as well as our own practical experience at ECN, mainly the Hippocampus project.Our purpose will be to determine how we — researchers and pedagogues — can draw on our present pedagogical experiences to prepare for generation Z1.Copyright