Doctoral seminar  (DBIS RWTH Aachen)
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Doctoral seminar (DBIS RWTH Aachen)

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  • Give a clear idea about long tail: in order to fulfill the needs of all needs the clear needs should be found., needs on the abstract level - like ANT proposes Does a community fill a niche: if a community consistent and clearly defined. Basing on CoP concept: does a community has interactions between members, has a goal, policies, common understanding And if yes: what is it like? Self-monitoring of the community . Starting from simple about how many members and how many links between members, e.g. mails/posts. Following with top concepts and keywords the community is discussing, type of social networks the members of the community organize, knowledge creation activities of memembers Will it be good or bad, how it will be if the goals of communities will be fullfilled. Surely it sounds as magic to know what happens in the future but at least some methods may allows us to have a look in the future Different communities The result depend on the people who around me, my community, their interest, my interest and intensions Community information systems!!!!! Not a learner alone! Community is under the focus! Am Besten wäre es wenn du noch konkretere Beispiele geben könntest wie Ich kenn mich aus mit ... und will aber jetzt was lernen über ... -> wer oder was ist interessant für mich? Community – we are interested in community
  • Reflect according to community idea!!! Need to show how all the stuff that was done and is been doing now connected with each other and self-analysis/self-reflection phases Focus of my research is learning communities. It means the goal of the communities and its members are to learn. To learn from learning resources which are people, communities and documents. To deepen the research i‘m focusing on e-learning communities, those use different media for sharing resources, communicating, knowledge creation and other actions. In the task of analysis of e-learning communities one has to deal with a huge number of learning resources, learners, their organization. The purpose of my analysis is to help learners and communities to analysis themselves (self-analysis) and to reflect according to changes in the environment Thus we have to deal with a complex computer science task which consist of modeling of learners and communities (imagination) patterns extraction based on real situations simulation of models (what happens if) recommendations of learning partners, learning resources
  • But we need to consider our reality that change every second. Drivers and obstacles that we name disturbances have impacts on persons and communities We have to reflect the reality and in order to do it we have to understand how the reality do look like. We can do social network analysis, emotion extractions, natural language processing, extraction of interactions in order to get an idea about reality. Basing on these information we can find what the roles we possess, what community and reflecting our goal we can change the context of the environment so that it will suit goals and current situation.
  • Hovewer if we are considering self-regulated learning and personal environment “I” is very important there!!! Your intensions, your information - they play a role!!!but not only - because we are social beeings, we are parts of communities- many of them So we have a dilemma how to differentiate between knowlegde that identify us within a community with the knowledge that we possess Interactions that are happening between a person and a community can form a border of the intentions and information of communities and persons Practices in communities are usage of system Activity theory that is focusing on how the persons interact can contribute to learner interaction model : a try of using CoP concept and Engöstrom model
  • Delete: perform an additional task/ change: Tools- to Media The person responsible for competence management and development (the course manager or the teacher of the course) can help the learner to focus on professional competences so that the learner can better succeed in the course. The learner can be asked to handle more often with Artefacts, e.g., to create a knowledge map about a topic from the course. Afterwards, the learner can discuss his Artefact in a Discussion Forum as according to the communicator pattern, it is the part of learning he enjoys to do. While this is a competence development application, the next scenario is an example of competence management . On the other hand, if the teacher of the course needs to organize an event for the students of the course, the learner is the right person for the task. The result of the application of the SNA pattern-based framework is depicted in Figure 5.2. Here we use the Role i* notation for illustrating the communicator pattern. Other test-bed scenarios have been considered but have not been shown here because of lack of space. In order to apply the methods of the SNA pattern-based framework we need to define collaboration networks that exist in the scenario. There are at least two two types of CNs possible: Learner - Learner CNs and Learner-Teacher CNs. With the help of the framework we can identify a learner network characteristics in Learner - Learner CNs, in Learner-Teacher CN and a teacher network characteristics in Learner-Teacher CN. Based on numerous network characteristics it is possible to answer whether the learner’s status in Learner-Teacher or the status in Learner - Learner CNs correlate with the learner’s marks. As a result it can be discovered that the learner is too communicative ( communicator pattern) but pays not enough attention to using learning material ( create/find/reuse task for Artefact, low marks for created Artefacts ).
  • Add information about number of entities, time and types Explain the difference between different networks Next page – scale free/ small world networks Betweenees degree / density etc.
  • Mediabase – focus on community There are not a one mediabase but a lot of Each community has a mediabase/mediabase commander, and MBC is connected to LAS
  • Category IndustryTerm Country Company Product PersonEmailAdress Show ETL results based on ROLE-all mailing list To add networks/concepts/patterns 282821 Geo/city : Aachen, Barcelona Technology: Data mining, Natural language learning, Knowledge management, simulation, PDF, Mobile technologies Country:Germany, Slovenia, France, Spain Company: Insitut Telecom Position: advisor Industry term: mining, computing, sensor networks, ubiquitous computing, language processing, online learning Facility: RWTH Aachen University Person: Katherine Maillet Phone number: 492418021513 Organisation: Institut Jozef Stefan 283372: Category:Technology_Internet Organization: University of Technology Graz, Caledonian u, Bourgogne U, University fo Technology, Instut National, University fo Madrid, Computhense University of Madrid, RWTH Aachen University, Athabascs University Country: Germany, France, Hte netherlands, Austria, Unites States, Canada, Australia, United Kingdom, China, Spain, Greece City: Passau, Shanghai, Victoria, Thessaloniki, Munich, St. Augustin, Aachen, Melbourne, Augustin, Graz, Glasgow, Lyon Facility:University of Technology Graz, Caledonian u, Bourgogne U, University fo Technology, Instut National, University fo Madrid, Computhense University of Madrid, RWTH Aachen University, Athabascs University, Carlos III University Person: a lot of persons who are in PC: Ralf Klamma, Marc Spaniol Company: Telecommunications, Le2I Labaratory Phonenumber ProvinceorState: Victoria IndustryTerm: social software, web-based learning 283493 Person Dominik Renzel Technology ascii Country Switzerland, Germany City Lasaunne, Aachen 283737 Category: Hospitality_recreation 1, religion_belief 0.96 Person Hans Christian Country Germany PersonEmailAddress: Hans Chrisitan hans-christian schmitz@fit.... 283739 Category:Technology_Internet Country: Germany, France, The Netherlands, Austria, US, Canada, Australia, UK, China, Spain, Greece Person: Dietrich Albert, Stefan Lukosh Company: British communication, LE2I Labaratory Industryterm: educational gaming applications, social software, web-based learning Technology:ascii Published Medium: The CEUR workshop proceedings 283902 Category:human Interest 1 , Hospitality_recreation 0,8 Emailadress role@all 283967 Category:Hospitality_recreation 0,96 human interest 0,93 PersonEmailAddress 284247 Category:technology_internet technology.: asciii 284295 Category:hospitality_recreation, 0,98 2 personemailaddress Person: Martin Wolpers, Job Offer, ... 285760 Category:technology_internet0.9, hospitality_recreation0.77 Company: google group 285796 Category: Technology internet 0,6 Personemailaddress Product: iPhone Holiday: Winter Solstice Technology:html , ascii Currency: pence Positon: author, Prime minister Industry term: test tools, online meetings, authorization services OS: Android 285896 Category: Technology internet 0,83 Technology: API Some others are from previous e-mail Country PREFIX calaispred: <http://s.opencalais.com/1/pred/> PREFIX calaistype: <http://s.opencalais.com/1/type/em/e/> PREFIX rdf: <http://www.w3.org/1999/02/22-rdf-syntax-ns#> select ?o where {?s a ?o filter regex (str(?o), '/er/')} find the category of the document: PREFIX calaispred: <http://s.opencalais.com/1/pred/> PREFIX calaistype: <http://s.opencalais.com/1/type/em/e/> PREFIX calaiscategory: <http://s.opencalais.com/1/type/cat/> PREFIX rdf: <http://www.w3.org/1999/02/22-rdf-syntax-ns#> select ?category, ?relevance where {?x rdf:type calaiscategory:DocCat . ?x calaispred:categoryName ?category . ?x calaispred:score ?relevance} what concepts were defined (use /r/ for relations and /er/ for Geo and Companies): {CODE()}PREFIX calaispred: <http://s.opencalais.com/1/pred/> PREFIX calaistype: <http://s.opencalais.com/1/type/em/e/> PREFIX rdf: <http://www.w3.org/1999/02/22-rdf-syntax-ns#> select ?o where {?s a ?o filter regex (str(?o), '/e/')} {CODE} what is/are the content of the Technology concepts (use other concepts calaistype:xxx taken from [http://d.opencalais.com/1/type/em/e.html|OpenCalais RDF Schema]) {CODE()}PREFIX calaispred: <http://s.opencalais.com/1/pred/> PREFIX calaistype: <http://s.opencalais.com/1/type/em/e/> PREFIX rdf: <http://www.w3.org/1999/02/22-rdf-syntax-ns#> select ?name where {?person rdf:type calaistype:Technology. ?person calaispred:name ?name .} {CODE} PREFIX calaispred: <http://s.opencalais.com/1/pred/> PREFIX calaistype: <http://s.opencalais.com/1/type/em/e/> PREFIX calaisrelation: <http://s.opencalais.com/1/type/em/r/> PREFIX rdf: <http://www.w3.org/1999/02/22-rdf-syntax-ns#> select ?emailaddress, ?name where {?x rdf:type calaisrelation:PersonEmailAddress . ?x calaispred:person ?personHash . ?x calaispred:emailaddress ?emailaddresshash . ?personHash rdf:type calaistype:Person . ?personHash calaispred:name ?name. ?emailaddresshash rdf:type calaistype:EmailAddress . ?emailaddresshash calaispred:name ?emailaddress.}
  • Future!!! On the second figure you can see one of the users - red node that is connected with an expert(yellow node) and has connections with some other peers, the green ones are those who have just appeared in the community and the orange one are those that are the bridges in communication between the red node and other nodes connected with the organge node. The person who represents the node is quiet ordinary user of a community even he has a power under both green nodes. The communication of green nodes with other community participants is dependant on the red node. In the scope of our presentation the requirements produced by such red nodes are more valuable than the requirements of green nodes. We consider as well how the community develops within a time and who will play an important role there in a year. In the third figure is the same community visualized with the same person from the second figure. As you see the red node has achieved to be connected to more people (just newcomers, experts and other members). In the overall analysis it was shown that he has the forth highest degree and betweenness centraliy – thus the person has extened his social capital , presence in community. In the scope of SRE it is important to discover such people as they provide the needs of nisches of users. Different industry terms like mempory system, visual processing problems Medical condition: autism, syndrome
  • Establishment fo XMPP experience group Provision of research data sets as cloud computing service Xmmp extension protocol for the mpeg query format Provide research data sets as cloud services New learning science: neuroscience, psychology, machine learning and education
  • Conslusions shoud be added! Should be updated!!!!! Social are seen as social ties. When we see the changes in system , those were engaged by social ties and other way around. For example, the criminal can say that he has a bad parent but it doesn‘t automatically translated.
  • Network models identification that explains media communities evolvement 06.2011 Detection of communities, their properties and components 09.2011 Community goal mining based on patterns and learner activities in a community 12.2011 Activity patterns and recommendations for communities 12.2011

Transcript

  • 1. Zina Petrushyna Doctoral Seminar, August 31, 2010 Self-Modeling and Self-Reflection of E-learning Communities
  • 2. Contents
    • Motivation
    • Self-Modeling and Self-Reflection Methodology
    • Use Cases
    • Application Example: Mediabase 2.0
    • Results and Current Work
    • Conclusion & Future work
  • 3.
    • Long Tail of learning [BrAd08]: many niches
    • What are properties of communities?
    • Can a community self-reflect in the Long Tail?
    • How the community express purposes and goals?
    • What happens if goals of the community are fulfilled?
    Motivation Niches are: learning partners, documents, media, communities Spanish language learners community Russian language learners community
  • 4. Challenges of my Thesis
    • Modeling of Learners and Communities
      • Learners‘ activities and competences, community profiles
    • Pattern Discovery in E-learning Environments
      • Network analysis, data mining, named entity recognition
    • Simulation of Community Evolvement
      • Network formation, influence networks
    • Recommendation/Suggestion for Communities
      • Learning partners, communities, documents, tools
    • Re-modeling
    • Changes of learners/environments to consider
  • 5. Self-Modeling & Self-Reflection Methodology
      • Self-modeling phase contributes to self-reflection phase and vice versa
    Activity Theory [ Enge87] Actor Network Theory [Lato05] Community of Practice [Weng98] disturbance disturbance disturbance + +/- -
  • 6. Learner Interaction Model CoP Learner Community intentions -> community mission (Joint Enterprises (JE)) Community information -> knowledge repository (Shared Repertoire (SR)) Interactions between CoP and Learner -> Mutual Engagement (ME) [ROLE Deliverable 7.1-7.2]
      • Combination of Community of Practice and Activity Theory shows common aspects
    interactions Information Intentions
  • 7. Modeling of Community Based on C ompetences and SNA [KlPe10]
      • Agent- and goal-oriented modeling is appropriate for closing the gap between current and desired situation in a community
  • 8. Modeling of Community Based on C ompetences and SNA
  • 9. Use Cases
    • 1. eTwinning Database: collaborative social networks
    • 2. ROLE Test-beds: activity-based social networks
      • exploring of learning activities utilizing widgets performed by 5 test bed partners
      • from different areas
    • 3. Wikipedias: author/article networks with small world phenomenon
      • 10x10 6 contributors, 8,5x10 7 pages and 2,1x10 8 revisions collected over 7 years
      • Correlations between immigration flow and Wikipedia contributors
      • Similar behavior of editing / revising contributor activities different Wikipedias
    • 4. Mediabase 2.0: media networks gathered by Community Information
    • Systems Group
      • 563,130 actors gathered starting from Oct. 10 th , 2005 until today
      • Social network measures and patterns in the course of time
      • Named entity recognition using Linked Data Initiative
    TeLLNet
  • 10. Application Example: Mediabase 2.0 PALADIN II PALADIN II Linked Data Mediabase RDF Repository Mediabase RDF Repository
  • 11. Done: Named Entity Recognition
    • PREFIX calaispred: http://s.opencalais.com/1/pred/
    • PREFIX calaistype: http://s.opencalais.com/1/type/em/e/
    • PREFIX calaiscategory: http://s.opencalais.com/1/type/cat/
    • PREFIX calaisrelation:<http://s.opencalais.com/1/type/em/r/>
    • PREFIX rdf: <http://www.w3.org/1999/02/22-rdf-syntax-ns#>
    Entity types Categories Predicate types Relations select ? name where {?person rdf:type calaistype: IndustryTerm . ?person calaispred:name ?name .} IndustryTerm Topic of the e-mail Social software, web-based learning CFP for the workshop Educational gaming applications, social software, web-based … CFP for the workshop Test tools, online meeting, autorization tools Stonehenge mail
  • 12. Done: Named Entity Recognition PREFIX calaispred: http://s.opencalais.com/1/pred/ PREFIX calaistype: http://s.opencalais.com/1/type/em/e/ PREFIX calaiscategory: http://s.opencalais.com/1/type/cat/ PREFIX calaisrelation:<http://s.opencalais.com/1/type/em/r/> PREFIX rdf: <http://www.w3.org/1999/02/22-rdf-syntax-ns#> select ? name where {?person rdf:type calaistype: Country . ?person calaispred:name ?name .} Country Topic of the e-mail Germany, Slovenia, France, Spain CFP for the workshop Germany, France, The Netherlands, Austria, Unites States, Canada, Australia, United Kingdom, China, Spain, Greece CFP for the workshop Switzerland, Germany Developer Camp mail Germany General Essembly mail Test tools, online meeting, autorization tools Stonehenge mail
  • 13. Done: Named Entity Recognition select ? category , ? relevance where {?x rdf:type calaiscategory:DocCat . ?x calaispred: categoryName ?category . ?x calaispred: score ?relevance} PREFIX calaispred: http://s.opencalais.com/1/pred/ PREFIX calaistype: http://s.opencalais.com/1/type/em/e/ PREFIX calaiscategory: http://s.opencalais.com/1/type/cat/ PREFIX calaisrelation:<http://s.opencalais.com/1/type/em/r/> PREFIX rdf: <http://www.w3.org/1999/02/22-rdf-syntax-ns#> Category - relevance Topic of the e-mail Technology_Internet – 0.9 CFP for the workshop Hospitality_recreation -1, religion-belief – 0.96 Information about General assembly Technology_Internet CFP for the workshop Human interest – 1, Hospitality_recreation – 0.8 Farewell mail from a colleague Human interest – 1, Hospitality_recreation – 0.8 Answer to a farewell mail
  • 14. Done: Named Entity Recognition select ? emailaddress , ? name where {?x rdf:type calaisrelation:PersonEmailAddress . ?x calaispred:person ?personHash . ?x calaispred:emailaddress ?emailaddresshash . ?personHash rdf:type calaistype:Person . ?personHash calaispred: name ?name. ?emailaddresshash rdf:type calaistype:EmailAddress . ?emailaddresshash calaispred:name ? emailaddress .} select ? name where {?person rdf:type calaistype: Product . ?person calaispred:name ?name .} PREFIX calaispred: http://s.opencalais.com/1/pred/ PREFIX calaistype: http://s.opencalais.com/1/type/em/e/ PREFIX calaiscategory: http://s.opencalais.com/1/type/cat/ PREFIX calaisrelation:<http://s.opencalais.com/1/type/em/r/> PREFIX rdf: <http://www.w3.org/1999/02/22-rdf-syntax-ns#> PersonEmailAddress Topic of the e-mail Hans-Christian Schmitz <hans-christian.schmitz@fit.fraunhofer.de General Assembly mail Martin Wolpers <martin.wolpers@fit.fraunhofer.de> Ingo Dahn <dahn@uni-koblenz.de> Job Offer in Koblenz Maren Scheffel <maren.scheffel@fit.fraunhofer.de> Stonehenge mail
  • 15. In Progress: SNA & concept mining t : ??? : new comers : expert friends : experts : rising star : new comers : expert friends : experts Mailing list communication Network of links in a blog Category:Health, Education Concepts: Medical conditions Category:Health Concepts: Medical conditions ... Category: Education
  • 16. TeLLNet
    • eTwinning Database: collaborative social networks
      • 135,351 teachers and 36,099 connections (projects,twin, comments)
      • game-based simulation of network formations
      • competence management of learners using Social Network Analysis
    • Simulation
    • 65 Teacher profiles including:
      • type of a school (secondary, primary)
      • location (German speaking countries)
      • language family
      • themes of teaching (Math, Physics)
      • tools used (Skype, Matlab, Photoshop)..
    • Two teachers are connected if their profiles match each other – until a Nash Equilibrium is reached
    TeLLNet
  • 17. Diploma thesis
    • MA: Application of Game Theory in the Long Tail of Learning
    • MA: Recognizing People, Places, Conferences and Events in the Web 2.0
    • MA: Culture Of Wikis: Dynamic Network Analysis Approach
    • In Progress DA: Competence Management with Social Network Analysis in the eTwinning Database
    • In Progress DA: Dynamic Influence Network Models and Weak Signals in Social Media
    • In Progress DA: Mining of community learning goals
  • 18. Conclusion
    • Agent- and goal-oriented modeling is appropriate for closing the gap between current and desired situation in a community
    • Self-modeling phase contributes to self-reflection phase and vice versa
    • Combination of Community of Practice and Activity Theory shows common aspects
  • 19. Future Work
    • Consolidation for theoretical framework
    • Modeling:
      • how does the Self-modeling phase contribute to Self-analysis phase and vice versa
      • assessment and utilizing of learners‘ competences in modeling phase
    • Experiments:
      • compare different approaches of analysis of community actors
      • detection of communities, their properties and components
    • Evaluation
    • Thesis writing
    2010 2011 2012