本体驱动的网络智能教学系统研究
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摘要
随着网络技术的日益进步和完善,因特网作为一种媒体、途径以及协助力量,在智能教学系统开发领域所扮演的角色与地位也日趋显著。将传统的智能教学系统与E-Learning系统相结合并加以充分应用,以适应基于Web的智能教学系统开发的需要,是我们应予以充分重视的发展趋势之一。本体作为一种知识表示方式,在基于Web的智能教学系统开发中起着举足轻重的作用,本文提出了采用本体驱动的方法对网络智能教学系统进行著作的设想并尝试加以设计。使用该方法对教学系统进行著作,既能充分满足著作系统元模型角色的需要,又可促进智能教学系统在语义Web下的进一步发展。文中以本体技术的合理运用为核心,以充分促进网络智能教学系统的著作与开发为目的,对本体与智能教学系统进行了较深入的研究,其中分析探讨了使用本体对学习者信息、知识点、学习对象元数据、教学知识进行形式化表示等多方面内容。
论文首先对智能教学系统的发展历程进行了回顾,对智能教学系统的模块和功能进行了深入的剖析,并对智能教学系统著作工具研究的成果与现状进行了分析与总结。在技术方面,作者对语义Web和本体技术进行了较全方面的介绍与阐述。在分析研究现有科研成果与技术发展趋势的基础上,进一步论述了Web以及语义Web环境下智能教学系统发展的趋势和挑战,并提出采用本体驱动的方法来对网络智能教学系统进行著作。
接下来,作者针对智能教学系统中的各个模块,在参考不同学习技术标准的基础上,构建了适合于智能教学系统开发的学习者本体、知识点本体、学习对象元数据本体以及教学本体。其中学习者本体是在PAPI和IMS LIP等学习者建模标准的基础上,对用十描述学习者特征以及学习状态的属性进行了归纳和总结并给出了具体定义。领域知识点本体和学习对象元数据本体则用于系统领域模块的构建。领域知识点本体是对知识点的本体构建,其中包含了对知识点本身的信息以及对知识点间关系的描述,可使著作者能有效构建领域知识点结构图,进而使系统能够根据知识点的特征以及知识点间的关系来对教学知识点进行排序。学习对象元数据本体是在都柏林核心元数据、ARIADNE标准和LOM的研究基础上,对学习对象描述属性的本体构建,这些属性对教学过程中进行资源选择有着重要作用。通过对知识点和学习对象之间进行关联,可构成智能教学系统中完整的领域模块。
就智能教学系统的教学模块而言,作者借鉴了IMS-LD的设计思想,提出并详细论述了一个教学规划的四层模型,包括目标层、事件层、行为层以及资源层。该模型对教学理论和教学实践进行了结合,将教育理论知识转换为以学习对象为基础的教学行为构架,为智能教学系统中教学策略设计提供了理论基础,有助于著作者对智能教学系统的教学模块进行开发。针对模型中的不同层次,文中详细定义了教学本体,其中包含了教学目标本体、教学事件本体、教学行为本体以及教学计划本体。教学目标本体是对教学目标类别的显性描述,教学事件本体是对基于某种教学设计理论的教学步骤进行描述,教学行为本体是对具体教学行为的描述,教学计划本体则是对教学计划组成部分的形式化表示。通过该模型,系统可对教学策略进行制定,主要包含两大类的规则:由教学目标到教学事件的宏观规划规则和由教学事件到教学行为的微观实施规则。文中尝试使用基于SWRL的方法对教学策略进行表示。这种基于SWRL的程序性知识表示方法,在教学知识的积累、重用和共享等方面,可起到显著的促进作用。
最后,作者对几种现有的本体表示语言和开发工具进行了说明,重点对本体驱动的网络智能教学系统著作工具进行了原型设计,并使用Prot(?)g(?)对文中设计的本体以及教学规则进行了实际开发,对原型系统的部分功能进行了具体设计。
With the fast development of network technology, Internet, as a powerful media, an ultimate method and an essential assistant, is becoming more and more indispensable in area of intelligent tutoring system. To adapt the traditional intelligent tutoring system with E-learning system, and to satisfy the needs of the development towards Web based ITS, are definitely the research trend and also our common mission. Ontology, as one method of knowledge representation, is playing a crucial role in the process of Web based ITS development. In this dissertation, the author proposed a new model of ontology-driven web-based ITS authoring system and implemented the model. By using this method, we can fulfill the needs for meta-model role setup of authoring system, and furthermore, promote the evolution of ITS under the Semantic Web environment. The proper and sufficient usage of ontology is the core of this paper. Also, in order to achieve the target of facilitating the ITS authoring process, we discussed several hot topics including the use of ontology to formalize learner information, domain topics, learning object metadata and pedagogical knowledge.
This dissertation first retrospect the research history of ITS, analyzed the different modules and functions within the ITS, and also summarized the current research status and notions of ITS authoring systems. Based on current research status and development technology in the area of ITS, we further discussed the intelligent tutoring system research trend and analysed the potential challenges under the Web and Semantic Web environment, and proposed a creative method of ontology driven authoring for the web based ITS.
Next, based on current wide accepted learning technology standards, the author designed the learner ontology, topic ontology, learning object metadata ontology, and instruction ontology used in developing functional modules of the ITS . The learner ontology is based on standards such as PAPI and IMS LIP, and could be used to describe and define the learner character and learning status. Domain topic ontology and learning object metadata ontology are used in domain module setup. The domain topic ontology includes information about topics and descriptions of the relationship between different topics, so that people can compose domain topic map more effectively and sort the topics by their properties or relationships efficiently. Learning object metadata ontology is based on Dublin core metadata, standards of ARIADNE and LOM. It described the properties of different learning objects which serve important factors in resource selection of the instruction process. By connecting these domain topics and learning objects, we then setup the domain module within the ITS.
For the instructional module of the ITS, based on the IMS-LD, the author brought out a four-layer instructional design model, including objective layer, event layer, activity layer and resource layer. This model connects the theory and practice, converts knowledge to functional activity structure, provides a solid foundation for ITS instructional strategy design, and also helps the modules authoring of the ITS. Based on the four-layer instructional design model, the author defined the instructional ontology which involved instructional objective ontology, instructional event otology, instructional activity ontology and instructional plan ontology accordingly. Instructional objective ontology is the explicit description of instructional object; instructional event ontology is the description of teaching steps based on certain instructional design theory; instructional activity ontology is the description of detail teaching activities; and instructional planning ontology is the formal expression of every part of the instruction procedure. By utilizing this model, the ITS can customize the instruction strategy with these two kinds of rules: the macro rules for conversion from instructional objective to instructional events, and the micro rules for conversion from instructional event to instructional activities. Further in this dissertation, SWRL based methodology was deployed to express instructional strategy, which could significantly improve the knowledge accumulation, reuse and sharing process.
At the end, the author brought in several common ontology representation languages and development tools, and designed a prototype of the ontology-driven web based ITS authoring system. With protege, the author also developed fully functional ontology and instructional rules in SWRL.
论文首先对智能教学系统的发展历程进行了回顾,对智能教学系统的模块和功能进行了深入的剖析,并对智能教学系统著作工具研究的成果与现状进行了分析与总结。在技术方面,作者对语义Web和本体技术进行了较全方面的介绍与阐述。在分析研究现有科研成果与技术发展趋势的基础上,进一步论述了Web以及语义Web环境下智能教学系统发展的趋势和挑战,并提出采用本体驱动的方法来对网络智能教学系统进行著作。
接下来,作者针对智能教学系统中的各个模块,在参考不同学习技术标准的基础上,构建了适合于智能教学系统开发的学习者本体、知识点本体、学习对象元数据本体以及教学本体。其中学习者本体是在PAPI和IMS LIP等学习者建模标准的基础上,对用十描述学习者特征以及学习状态的属性进行了归纳和总结并给出了具体定义。领域知识点本体和学习对象元数据本体则用于系统领域模块的构建。领域知识点本体是对知识点的本体构建,其中包含了对知识点本身的信息以及对知识点间关系的描述,可使著作者能有效构建领域知识点结构图,进而使系统能够根据知识点的特征以及知识点间的关系来对教学知识点进行排序。学习对象元数据本体是在都柏林核心元数据、ARIADNE标准和LOM的研究基础上,对学习对象描述属性的本体构建,这些属性对教学过程中进行资源选择有着重要作用。通过对知识点和学习对象之间进行关联,可构成智能教学系统中完整的领域模块。
就智能教学系统的教学模块而言,作者借鉴了IMS-LD的设计思想,提出并详细论述了一个教学规划的四层模型,包括目标层、事件层、行为层以及资源层。该模型对教学理论和教学实践进行了结合,将教育理论知识转换为以学习对象为基础的教学行为构架,为智能教学系统中教学策略设计提供了理论基础,有助于著作者对智能教学系统的教学模块进行开发。针对模型中的不同层次,文中详细定义了教学本体,其中包含了教学目标本体、教学事件本体、教学行为本体以及教学计划本体。教学目标本体是对教学目标类别的显性描述,教学事件本体是对基于某种教学设计理论的教学步骤进行描述,教学行为本体是对具体教学行为的描述,教学计划本体则是对教学计划组成部分的形式化表示。通过该模型,系统可对教学策略进行制定,主要包含两大类的规则:由教学目标到教学事件的宏观规划规则和由教学事件到教学行为的微观实施规则。文中尝试使用基于SWRL的方法对教学策略进行表示。这种基于SWRL的程序性知识表示方法,在教学知识的积累、重用和共享等方面,可起到显著的促进作用。
最后,作者对几种现有的本体表示语言和开发工具进行了说明,重点对本体驱动的网络智能教学系统著作工具进行了原型设计,并使用Prot(?)g(?)对文中设计的本体以及教学规则进行了实际开发,对原型系统的部分功能进行了具体设计。
With the fast development of network technology, Internet, as a powerful media, an ultimate method and an essential assistant, is becoming more and more indispensable in area of intelligent tutoring system. To adapt the traditional intelligent tutoring system with E-learning system, and to satisfy the needs of the development towards Web based ITS, are definitely the research trend and also our common mission. Ontology, as one method of knowledge representation, is playing a crucial role in the process of Web based ITS development. In this dissertation, the author proposed a new model of ontology-driven web-based ITS authoring system and implemented the model. By using this method, we can fulfill the needs for meta-model role setup of authoring system, and furthermore, promote the evolution of ITS under the Semantic Web environment. The proper and sufficient usage of ontology is the core of this paper. Also, in order to achieve the target of facilitating the ITS authoring process, we discussed several hot topics including the use of ontology to formalize learner information, domain topics, learning object metadata and pedagogical knowledge.
This dissertation first retrospect the research history of ITS, analyzed the different modules and functions within the ITS, and also summarized the current research status and notions of ITS authoring systems. Based on current research status and development technology in the area of ITS, we further discussed the intelligent tutoring system research trend and analysed the potential challenges under the Web and Semantic Web environment, and proposed a creative method of ontology driven authoring for the web based ITS.
Next, based on current wide accepted learning technology standards, the author designed the learner ontology, topic ontology, learning object metadata ontology, and instruction ontology used in developing functional modules of the ITS . The learner ontology is based on standards such as PAPI and IMS LIP, and could be used to describe and define the learner character and learning status. Domain topic ontology and learning object metadata ontology are used in domain module setup. The domain topic ontology includes information about topics and descriptions of the relationship between different topics, so that people can compose domain topic map more effectively and sort the topics by their properties or relationships efficiently. Learning object metadata ontology is based on Dublin core metadata, standards of ARIADNE and LOM. It described the properties of different learning objects which serve important factors in resource selection of the instruction process. By connecting these domain topics and learning objects, we then setup the domain module within the ITS.
For the instructional module of the ITS, based on the IMS-LD, the author brought out a four-layer instructional design model, including objective layer, event layer, activity layer and resource layer. This model connects the theory and practice, converts knowledge to functional activity structure, provides a solid foundation for ITS instructional strategy design, and also helps the modules authoring of the ITS. Based on the four-layer instructional design model, the author defined the instructional ontology which involved instructional objective ontology, instructional event otology, instructional activity ontology and instructional plan ontology accordingly. Instructional objective ontology is the explicit description of instructional object; instructional event ontology is the description of teaching steps based on certain instructional design theory; instructional activity ontology is the description of detail teaching activities; and instructional planning ontology is the formal expression of every part of the instruction procedure. By utilizing this model, the ITS can customize the instruction strategy with these two kinds of rules: the macro rules for conversion from instructional objective to instructional events, and the micro rules for conversion from instructional event to instructional activities. Further in this dissertation, SWRL based methodology was deployed to express instructional strategy, which could significantly improve the knowledge accumulation, reuse and sharing process.
At the end, the author brought in several common ontology representation languages and development tools, and designed a prototype of the ontology-driven web based ITS authoring system. With protege, the author also developed fully functional ontology and instructional rules in SWRL.
引文
[1]Devedzic,V.(2006).Semantic Web and Education.Springer,Berlin
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