Re: New use case for online courses schema

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.

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
* public-vocabs@w3.org
* public-schema-course-extend@w3.org
* public-schema-course-extend2@w3.org ?
On Jan 14, 2016 3:59 AM, "Phil Barker" <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 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> 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>
>> 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, ICBL     http://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, ICBL     http://people.pjjk.net/phil
> Heriot-Watt University
>
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