Controlled Vocabularies for a Knowledge Graph on Open Educational Resources

DALIA Interchange Format (DIF) What is DALIA? We promote the learning and teaching of Data Literacy through the curated supply of open teaching and learning content, empowering everyone to collect, analyze, critically evaluate, and use data in aFAIR way. Ontology:MoDALIA (mo) Picklists Contact us: https://dalia.education Project Website: https://search.dalia.education [email protected]n •strong connection to NFDI & NFDI Section EduTrain, state initiatives and data competency centers •development in close contact with the community Community •search platform for open educational resources •knowledge graph based •free of charge •Federated Curation Concept J. Geiger, P. Steiner, A. A. Desouki und F. Lange, “DALIA Interchange Format”. Zenodo, Juni 07, 2024. doi: 10.5281/zenodo.11521029. Development of the DIF: •provision of a standardized metadata framework for integrating resources into the DALIA platform •ensuring the interoperability of educational resources in the DALIA knowledge graph •collaborative development with the specialist community •consideration of data standards such as LRMI [1], the recommendations for the minimum metadata set of the RDA ETHRD-IG [4] and the Allgemeines Metadatenprofil für Bildungsressourcen (AMB) [5] Structure of the DIF: •based on the Dublin Core Application Profile (DCTAP) [2] •transferable into the RDF model and to SHACL shapes •use of standardized vocabularies for a consistent categorization Title Link License Authors Media Type Community Discipline Proficiency Level Description Target Group Learning Resource Type File Format Keywords Publication Date Language Related Work Size Version Controlled Vocabularies for a Knowledge Graph on Open Educational Resources References: [1] Barker, Phil and Stuart Sutton (ed). 2022. “LRMI Terms (RDF) 2022-06-14.” https://www.dublincore.org/specifications/lrmi/lrmi_terms/2022-06-14/. [2] Coyle, Karen (ed). 2022. “Elements for DC Tabular Application Profiles.” Unter Mitarbeit von Tom Baker, Phil Barker, John Huck und Nishad Thalhath. https://www.dublincore.org/specifications/dctap/elements/. [3] Dreyfus, Stuart E. 2004. “The Five-Stage Model of Adult Skill Acquisition.” Bulletin of Science, Technology & Society 24 (3), 177–181. https://journals.sagepub.com/doi/10.1177/0270467604264992. DOI:10.1177/0270467604264992. [4] Hoebelheinrich, Nancy J. et al. 2022. “Recommendations for a minimal metadata set to aid harmonised discovery of learning resources.” Zenodo. DOI:10.15497/RDA00073. [5] Pohl, Adrian et. al. 2025. “Allgemeines Metadatenprofil für Bildungsressourcen (AMB).” Entwurf vom 02. Juni 2025. https://dini-ag-kim.github.io/amb/draft/. Petra C. Steiner, Jonathan D. Geiger, Abdelmoneim Amer Desouki, Henrika M. Hüppe, Frank Lange Description elements: •attribute name •picklist item (PI) or controlled vocabulary •description •term IRI or link of source •comment Novice –Proficiency Level | PI Novice learners are individuals who are unpracticed and have little to no knowledge in the field of learning. They lack a fundamental understanding of basic concepts and are not yet able to assess situations and tasks effectively. They require introductions, descriptions, and guidelines.hyperlink of the original resource. mo:Novice | picklist item according to Dreyfus (2004) [3] Proficiency Level –recommended | 0..n Proposed level(s) of proficiency in research data management and data literacy of the learners in regard to the learning content. AdvancedBeginner –Proficiency Level | PI Advanced beginner learners are individuals who possess some basic knowledge of the field of learning and are able to recognize patterns. They require instructions and need to follow examples. mo:Beginner | picklist item according to Dreyfus (2004) [3] Competent –Proficiency Level | PI Competent learners have gained moderate experience in the field of learning through consistent application of skills. They possess significant knowledge of the field, are able to evaluate features, and can efficiently and accurately apply various plans and rules according to situations and tasks. At this stage, problemsolving and decision-making are accompanied by emotional involvement. mo:Competent | picklist item according to Dreyfus (2004) [3] Proficient –Proficiency Level | PI Proficient learners possess a strong foundation of knowledge and skills, enabling them to perform tasks with a high degree of accuracy and efficiency. They are able to recognize patterns in situations and tasks, and can develop complex solutions through conscious deliberation. mo:Proficient | picklist item according to Dreyfus (2004) [3] Expert –Proficiency Level | PI Expert learners are individuals knowledgeable in a specialized field, particularly people with the special skill or knowledge representing mastery of a particular subject. They possess a deep and comprehensive understanding of the subject matter, enabling them to quickly and intuitively analyze new situations and tasks, and develop complex solutions without conscious deliberation. mo:Expert | picklist item according to Dreyfus (2004) [3] Jonathan D. Geiger Academy of Sciences and Literature | Mainz [email protected] Abdelmoneim Amer Desouki Technical University of Darmstadt, University and State Library Darmstadt [email protected] Frank Lange RWTH Aachen University, IT Center [email protected]-aachen.de Henrika M. Hüppe RWTH Aachen University, Institute of Inorganic Chemistry [email protected]-aachen.de Petra C. Steiner Technical University of Darmstadt, University and State Library Darmstadt [email protected] mandatory, recommended, optionalattributes Example: Attributes of DIF https://dalia.pages.rwth-aachen.de/dalia-ontology/