This presentation illustrates how a semantic engine / cms was used to map learning assets in APUS's School of Business

1. Using Semantic Analysis for Content Alignment and Gap Analysis Phil Ice, American Public University System Jennifer Staley, American Public University System

2. You will learn how to: Map assets in the content universe as related to curricular goals and objectives Determine content interrelationships to facilitate object reusability Automate the gap analysis process Automated meta tagging through semantic analysis Implement content distillation and semantic analysis to increasing return on investment and time on task Improve instructional outcomes through ingestion of work products

3. You will learn The use of semantic analysis in the instructional design workflow. How to map assets in the content universe as they relate to curricular goals and objectives Determine content interrelationships to facilitate object reusability Automate the gap analysis process Perform automated meta tagging through semantic analysis

4. Current State In the LMS or CMS environment, content management frequently translates into single-purpose allocation of content resources, with cataloging and meta tagging being a haphazard affair. This results in potential duplication of content and significant time loss associated with asset retrieval for incorporation into new curricula.

5. Current State Because content is created with the notion that all contributors have knowledge of the underlying taxonomies or common vernacular that information is based upon, it is difficult for organizations to survey their content universe for existing objects that can be incorporated into emerging workflows or to assess relationships between content across disciplines.

6. Issues – Objectives - Needs A school within the University was looking for a way to: Survey: Existing Course Objects Smartly Examine: Course Content across Curriculums Fulfill: Unfulfilled Course Objectives Locate & Modify: Course Content / Learning Objects Align: Course Level Objectives, Programmatic outcomes, and Industry Standards Report: Provide accrediting body with an analysis of courses & program content – Alignment Analysis Report.

7. Process Inception/Discovery Phase Scope and Project Plan Elaboration/Design Phase Issue Analysis and Project Architecture Construction/Development Phase Component Development and Initial Release Transition/Development Phase Training, Beta Testing, Quality Check

8. Results Faculty/School Representative performs a Gap Analysis on a desired course to locate filled and unfulfilled objectives. Unfulfilled objectives can be fulfilled by utilizing the Gap Remediation Tool Locate resources within the Content Library Associate the resources with the unfulfilled objectives Perform a second Gap Analysis to point out newly fulfilled objectives.

9. Gap Analysis & Remediation Tool Demo

10. Gap Analysis

11. Gap Analysis

12. Gap Remediation

13. Gap Remediation

14. Gap Analysis Report

15. Gap Analysis Report

16. Common Library E-Reader & AIR Application Demo

17. Common Library E-Reader

18. Common Library E-Reader & AIR App

19. Common Library E-Reader & AIR App

20. Semantic Analysis:A Deep Dive

21. The Learning Object Lifecycle + Creation & Acquisition are facilitated by uncovering obvious and non-obvious relationships across dedicated and/or publicly available repositories. + Interaction with objects (scope and sequence) is enabled through the learning environment (lightweight or robust) independent of modality. LCMS (federated or centralized) enables correlation to standards and outcomes, as well as collaboration between educators and content creators using multiple sources interspersed with original material. + Prescriptive learning is enabled through the correlation of relevant assets to the learners meta-data, profile, and assessment history.

22. Granularity Model

23. Granularity Model

24. Smart Objects and Systems + Objects on their own are not “smart” + Systems can be built to infer or semantically correlate object bonds + By mapping Critical, Important and Desirable outcomes we can link learning objects, to their related: - Concept Elements, Components - Course Concepts and Curriculum segments + This can be accomplished independent of the content source when digitized + Learners can discover ancillary materials and even subject matter of interest that might not be on their identified curriculum

26. Content that is easily consumed or tagged (Tag-cloud) by the creator can have additional downstream correlation or embed-ability.

27. Engines such as Common Library, Open Calais, 2028 and other Platform As A Service (PAAS) components can extend existing content management strategies, approaches and systems.

28. Collaborative teams in traditional Instructional Design (ID) processes (ID, SME, Producer) can offer insights and additional meta-information that makes the system more self-aware.

29. By adopting standards (IEEE, IEEE-LOM, SCORM, DCMI, DCMI-Extended) content creators, consumers and aggregators can rapidly extend, enhance or assemble materials in new and relevant ways.

31. Tools should not require a “Rip and Replace” approach and should operate within an existing technology portfolio (enabled by standards-based systems).

32. Collaborative teams in traditional Instructional Design (ID) processes (ID, SME, Producer) can offer insights and additional meta-information that makes the system more self-aware.

33. By adopting standards (IEEE, IEEE-LOM, SCORM, DCMI, DCMI-Extended) content creators, consumers and aggregators can rapidly extend, enhance or assemble materials in new and relevant ways.

34. Enables future individualized and cohort learning profiles.

36. Thank You!Phil Ice: pice@apus.eduJennifer Staley: jstaley@apus.edu American Public University System www.apus.edu