Knowledge Representation of Educational Metadata in Linked Open Data: Promoting the Educational Use of Digital Cultural Heritage

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1. Knowledge Representation of Educational Metadata in Linked Open Data: Promoting

   the Educational Use of Digital Cultural Heritage Masao Takaku*, University of Tsukuba Yuka Egusa, National Institute for Educational Policy Research Satoshi Enomoto, Japan Women's University Masao Oi, National Institutes for the Humanities Yumiko Ariyama, Shiga Bunkyo Junior College Takayuki Ako, Tokyo National Museum 2024 Rich Semantics Workshop In conjunction with ICADL 2024 @ Malaysia December 6th 2024 Supported by JSPS KAKENHI Grant Numbers JP23H03695, JP23K11761.

2. Bridge Model 2 Inquiry learnings using various learning resources School

   library Teachers Students Selection of learning resources and their utilizations in teaching Learning Discovery Collaboration Tool Learning Resource Collaboration Tool Development of Diverse Active Learning Approaches Connections with School Education Learning Resources Japan Search, ColBase, various Databases, and Library items Linked Open Data (LOD) datasets for educational contents - Course of Study LOD - Teaching Units LOD - Textbook LOD

3. Research Objectives • (Goal) Enrich learning resources: Provide rich and

   diverse learning resources that enable students and teachers to deepen their learning experiences, moving beyond the traditional silos of textbooks. • Propose a Methodology: Develop a Bridge Model to effectively connect digital archives with educational practices, fostering seamless integration into teaching and learning processes. • Publish LOD Datasets: Design and implement a series of Linked Open Data (LOD) models and datasets as a foundational framework for the educational use of digital archives. 3

4. Courses of Study •In Japan, the government establishes the Courses

   of Study about every ten years, which define the content to be taught in primary and secondary education. Textbooks used in schools are certified based on these guidelines by the government. •Traditionally, the Courses of Study have been provided just as a textual document, but to enhance their usability, the government has introduced standardized identifier, Courses of Study Code in 2020. These codes assign standardized 16-digit identifiers to each sections and sentences of the Courses of Study. 4

5. Example of Courses of Study Code • (Courses of Study

   for Elementary schools) • Section 4. SCIENCE • A. Matter/Energy (1) Object and weight Regarding the properties of objects, provide instructions to help pupils acquire the following items, through exploring activities in which pupils compare the weight, while paying attention to the shape and volume of the objects. a. Develop knowledge and understanding of the following contents, and acquire skills for observations, experiments, and other scientific activities. (a) The weight of an object remains unchanged even when the shape changes. (b) Objects may differ in weight even when their volume is the same. b. Develop abilities to generate questions and express them regarding the properties of objects, through investigating the relationship between the object’s shape and their weight, and the relationship between the object’s volume and their weight, based on their differences and similarities. (2) Effects of forces generated by wind and rubber 5 8260233100000000 8260233110000000 8260233111000000 8260233111200000 8260233111100000 8260233112000000 8260233120000000

6. Japanese Course of Study (CoS) LOD 6 https://w3id.org/jp-cos/ Japanese CoS

   LOD dataset provides all assigned CoS codes as permanent URIs and offers access to the past thirty years of CoS text and codes.

7. Example of Item in CoS LOD 7 https://w3id.org/jp-cos/8260233111200000 (b) Objects

   may differ in weight even when their volume is the same. • Each item (code) in CoS has a corresponding page on CoS LOD.

8. Japanese Textbook LOD 8 Japanese Textbook LOD is a dataset

   which includes bibliographic information for textbooks published up to now since the 7th CoS guideline enforced in 1992, as well as the related information such as the subject areas, the subjects, teaching units, compiling prospectus and the courses of study. https://w3id.org/jp-textbook/

9. Example of a Textbook Data in Textbook LOD 9 (b)

   Objects may differ in weight even when their volume is the same. https://w3id.org/jp-textbook/小学校/2019/理科/301 • Textbooks contain several teaching units, similar to a table of contents.

10. Example of a Teaching Unit Data in Textbook LOD 10

    https://w3id.org/jp-textbook/AA100000003244 • Each teaching unit includes links to the corresponding Courses of Study (CoS) items.

11. Use-case Scenarios with Our Bridge Model (1) 11 Textbooks Teaching

    Units CoS items NHK for School Educational contents from broadcasting programs SxUKILAM workshop (Oi et al., 2022) Workshop program for curating and sharing digital collection items into educational context Open Educational Contents Archive of Tokyo Gakugei University Digitized materials in a university library’s digital collection ・ ・・ ・・・ Linked Open Data (LOD) datasets for educational contents Masao Oi, et al.:”SxUKILAM” Collaboration to Connect Local Digital Resources and School Education: Workshop and Archiving to Construct Network of “People” and “Data”. 2022, Proceedings of ICADL 2022, 125 - 134. https://doi.org/10.1007/978-3-031-21756-2_10

12. Use-case Scenarios with Our Bridge Model (2) • Through the

    CoS items, various teaching units, educational objectives, and learning content are interconnected: Students can deepen their learning by exploring high-resolution digital archive content similar to the illustrations found in their textbooks. Students become capable of independently searching for their own learning materials, enabling them to extend their learning beyond the resources at hand. Sharing and searching for links between teaching materials and CoS items created by other teachers or educational material companies can significantly reduce the time and cost of lesson preparation for teachers. This also enhances learning outcomes, offering substantial benefits. • Based on our experiences, links between CoS items and digital resources are more effective when aligned with teaching plans or teaching units, as they are more compatible with educational practice. In other words, directly connecting standalone digital content to learning objectives, such as those outlined in CoS, is often challenging… 12

13. Future Works • Research Challenges Develop applications for searching CoS

    items and learning resources and its evaluation Develop the methodologies for streamlining the process of linking to enable extensive link descriptions Q: How and who is responsible for adding links between resources and the CoS items? • Challenges in Social Implementation The need for national strategy on (digitalized) educational systems and national educational data infrastructure The importance of social acceptance in sharing foundational educational data, especially on the constraints of private companies’ business models 13