- From: Phil Barker <phil.barker@hw.ac.uk>
- Date: Thu, 14 Jan 2016 13:05:24 +0000
- To: Wes Turner <wes.turner@gmail.com>
- Cc: public-schema-course-extend@w3.org
- Message-ID: <56979D14.60300@hw.ac.uk>
[removing a couple of cc's to people I know to be on the mailing list]
On 14/01/2016 12:33, Wes Turner wrote:
>
> Phil,
>
> It would be tragically unfortunate if we were to have scoped this WG
> and additional mailing list (where a github issue would have worked
> just fine); and were thus only able to add a type with a description.
>
We certainly haven't. Currently, the use cases require and the current
proposal has far more than a type and a description.
I disagree about the need for more than a github issue (evidently). I
think it important that contributions to schema.org are clearly backed
by a community and that the W3C community groups are the better means
for showing that.
I agree with what you write below about relationships etc. I think a lot
of it is already in the model that Vicky Tardif Holland proposed. Would
be interested to know how CourseUnit is different logically from
Course/EducationalEvent/CreativeWork.
Phil
>
> To me, increasing course discoverability means walking 'up' (from
> content nodes to container/collection nodes).
>
> There is no reason to create an additional mailing list for that
> discussion; that would be wasteful and fragmented.
>
> Course lesson plans can - more-or-less - be expressed as a nested
> outline of headings and Things (name, description, url).
>
> This implies that either:
> * Course isPartOf Course
> * CourseUnit isPartOf Course
> * CourseUnit isPartOf CourseUnit
>
> Except we probably want qualified / *reified* relations here (e.g.
> createdBy author on date),
> so there would need to be a self-referent relation with attributes;
> thereby defining a potentially recursive directed graph of content for
> each course.
>
> * Course / Course2
> * CourseUnit
> * Reified relation ("EdgeType" w/ provenance (who, when))
> * where do I add (wikipedia, local) concept URIs, so that these #OER
> resources are topically relevant?
> * (concept URIs, keyword strings)
>
> ...
>
> * public-schemaorg@w3.org <mailto:public-schemaorg@w3.org>
> * public-vocabs@w3.org <mailto:public-vocabs@w3.org>
> * public-schema-course-extend@w3.org
> <mailto:public-schema-course-extend@w3.org>
> * public-schema-course-extend2@w3.org
> <mailto:public-schema-course-extend2@w3.org> ?
>
> On Jan 14, 2016 3:59 AM, "Phil Barker" <phil.barker@hw.ac.uk
> <mailto:phil.barker@hw.ac.uk>> wrote:
>
> Thanks Wes.
> I think the parts are not always, necessarily sequential. Also I
> think the actual sequencing strays from what is necessary for
> course discovery into what is necessary for course delivery, and
> that is an area that I would like to keep out of scope for now (we
> can discuss that if you disagree)
>
> hasPart/isPartOf
> prerequisite
> extension (of some sort)
> may be relevant relationships. The latter two could be expressed
> as educational alignments.
>
> Phil
>
> On 14/01/2016 00:56, Wes Turner wrote:
>>
>> CourseUnit < ThingSequence
>>
>> * A course may be composed of CourseUnit s.
>>
>> ThingSequence < CreativeWork
>> name
>> description
>>
>> sequence: [ ]
>>
>> CourseUnit < ThingSequence
>> name
>> description
>>
>> concepts <URL>
>>
>> sequence: [ ]
>>
>> Project < CreativeWork
>>
>> Goal < CreativeWork
>>
>> GoalSet / GoalSequence < ThingSeq
>>
>> Objective < CreativeWork
>>
>> ObjectiveSet / ObjectiveSequence < ThingSequence
>>
>> Task < CreativeWork
>>
>> TaskSet / TaskSequence < CreativeWork
>>
>> Assignment
>> name
>> description
>>
>> dueDate
>>
>> EducationalProject
>> EducationalGoal -> LRMI < Goal
>>
>> # (westurner/pyglobalgoals)
>> un:GlobalGoals < GoalSet / GoalSequence
>> un:GlobalGoal < Goal
>>
>> Set / Sequence
>> a set is unordered w/ no repeat elements
>>
>> a sequence is ordered and may have repeat elements (e.g. a List
>> (or an OrderedMap))
>>
>> With a multi-track production video editing system, there are
>> multiple e.g. VideoObjectSequence s; whereas here there are
>> ThingSequence s, because there could be all sorts of CreativeWork
>> s and Task s to fulfill the Goal s and Objective s. (This is in
>> scope for course discovery because Course (or CourseUnit) should
>> derive from (be a subclass of) e.g. ThingSequence/ThingList so
>> that I know where to add an (ordered) rdf:List of course
>> materials in a structured way, to maximize #OER discoverability.
>>
>> * I'm on a mobile phone
>> * there are likely existing schema.org <http://schema.org>
>> classes and properties that would be more vocabulary-congruent
>> * there is an LRMI way to do part of this, I'm sure.
>>
>> * Project, Goal, Objective
>> * Educational*
>> * educationalAlignment ?
>> * ThingSequence
>> * s/Sequence/List/ ? (is this already modeled?
>> * how to create an rdf:List in RDFa?
>>
>> On Jan 13, 2016 10:28 AM, "Phil Barker" <phil.barker@hw.ac.uk
>> <mailto:phil.barker@hw.ac.uk>> wrote:
>>
>> On 13/01/16 16:15, Stuart Sutton wrote:
>>>
>>>
>>> On Wed, Jan 13, 2016 at 1:43 AM, Phil Barker
>>> <phil.barker@hw.ac.uk <mailto:phil.barker@hw.ac.uk>> wrote:
>>>
>>> Yes, I agree that is a valid use case. I think this may
>>> also be useful in describing how universities offer
>>> degree programs which are modular. [Language is
>>> difficult here, in the UK both program and module get
>>> called 'course' and I think that in the US program is
>>> used slightly differently].
>>>
>>>
>>> You are correct, Phil, terminology in this regard is quite
>>> different in the US. We'd not use "course" to denote a
>>> program of study (e.g., set of courses leading to a degree
>>> or certification). In HE in the US, programs of study
>>> frequently/usually align with "major" (i.e., "I majored in
>>> Theatre Arts" being the equivalent of "I pursued a program
>>> of study in Theatre Arts"). However, we do hear the
>>> occasional "course of study".
>>>
>>> Here are a few examples of actual usage around programs of
>>> study:
>>>
>>> "A program of study is a comprehensive, structured
>>> approach for delivering academic and career and
>>> technical education to prepare students for
>>> postsecondary education and career success."
>>> http://cte.ed.gov/initiatives/programs-of-study
>>>
>>> "The programs of study, known as [degree] majors..."
>>> http://collegecatalog.uchicago.edu/thecollege/programsofstudy/
>>>
>>> "The program of study in a major provides coherence,
>>> focus, depth, sequencing, and synthesis of learning."
>>> https://portal.santarosa.edu/SRweb/sr_ProgramsOfStudy.aspx?ProgramType=2
>>>
>>> e.g., "Theatre Arts Major":
>>> https://portal.santarosa.edu/SRweb/SR_ProgramOfStudy.aspx?ProgramType=2&Program=001067&Version=1
>>>
>>>
>> Thank you Stuart.
>>
>> Regardless of the actual word used, do people people here
>> agree that these are "some sequence of events and/or creative
>> works which aim to build the knowledge, competence or ability
>> of learners" and/or are relevant to the discovery of courses?
>>
>> Phil
>>
>> --
>> --
>> Phil Barker @philbarker
>> LRMI, Cetis, ICBLhttp://people.pjjk.net/phil
>> Heriot-Watt University
>>
>> Ubuntu:http://xkcd.com/456/
>> not so much an operating system as a learning opportunity.
>>
>
> --
> Phil Barker @philbarker
> LRMI, Cetis, ICBLhttp://people.pjjk.net/phil
> Heriot-Watt University
>
> Workflow:http://www.icbl.hw.ac.uk/~philb/workflow/
> <http://www.icbl.hw.ac.uk/%7Ephilb/workflow/>
>
>
>
>
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--
Phil Barker @philbarker
LRMI, Cetis, ICBL http://people.pjjk.net/phil
Heriot-Watt University
Workflow: http://www.icbl.hw.ac.uk/~philb/workflow/
-----
We invite research leaders and ambitious early career researchers to
join us in leading and driving research in key inter-disciplinary themes.
Please see www.hw.ac.uk/researchleaders for further information and how
to apply.
Heriot-Watt University is a Scottish charity
registered under charity number SC000278.
Received on Thursday, 14 January 2016 13:06:20 UTC