This document describes a system that supports problem-based learning through semantic techniques. The system uses semantic grounding to relate learner models to reference models. It analyzes discrepancies between models to generate semantic feedback for learners. This feedback covers terminology, taxonomy, qualitative reasoning structures, and suggestions agreed upon by multiple reference models. The system aims to help learners acquire domain knowledge and vocabulary through interaction with semantically-enabled models.
it's our presentation during the third international conference of information systems and technologies ICIST 2013 held at Tangier, Morocco in which we propose a new approach for human assessment of ontologies using an online questionnaire.
Computational Approaches to Systems BiologyMike Hucka
Presentation given at the Sydney Computational Biologists meetup on 21 August 2013 (http://australianbioinformatics.net/past-events/2013/8/21/computational-approaches-to-systems-biology.html).
Creating a new language to support open innovationMike Hucka
Presentation given on 19 August 2013 at a BioBriefings meeting of the BioMelbourne Network (http://www.biomelbourne.org/events/view/289) in Melbourne, Australia.
This tutorial tries to answer the following questions:
What is the best practice for ontology reuse?
Is it fine to use external ontology entities to model my local entities?
Should I import the ontologies that I reuse?
What if I only need a part of an ontology?
What if an external ontology that I reused, changes?
Conceptual Interoperability and Biomedical DataJim McCusker
The goals of conceptual interoperability are:
Make similar but distinct data resources available for search, conversion, and inter-mapping in a way that mirrors human understanding of the data being searched.
Make data resources that use cross-cutting models (HL7-RIM, provenance models, etc.) interoperable with domain-specific models without explicit mappings between them.
it's our presentation during the third international conference of information systems and technologies ICIST 2013 held at Tangier, Morocco in which we propose a new approach for human assessment of ontologies using an online questionnaire.
Computational Approaches to Systems BiologyMike Hucka
Presentation given at the Sydney Computational Biologists meetup on 21 August 2013 (http://australianbioinformatics.net/past-events/2013/8/21/computational-approaches-to-systems-biology.html).
Creating a new language to support open innovationMike Hucka
Presentation given on 19 August 2013 at a BioBriefings meeting of the BioMelbourne Network (http://www.biomelbourne.org/events/view/289) in Melbourne, Australia.
This tutorial tries to answer the following questions:
What is the best practice for ontology reuse?
Is it fine to use external ontology entities to model my local entities?
Should I import the ontologies that I reuse?
What if I only need a part of an ontology?
What if an external ontology that I reused, changes?
Conceptual Interoperability and Biomedical DataJim McCusker
The goals of conceptual interoperability are:
Make similar but distinct data resources available for search, conversion, and inter-mapping in a way that mirrors human understanding of the data being searched.
Make data resources that use cross-cutting models (HL7-RIM, provenance models, etc.) interoperable with domain-specific models without explicit mappings between them.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
4. Introduction
Qualitative Reasoning
• Tries to capture human
interpretation of reality
• Physical systems represented in
models
• System behaviour studied by
simulation
• Focused on qualitative variables
rather than on numerical ones
(eg., certain tree has a “big” size,
certain species population
“grows”, etc.)
4
5. Introduction
Application: Learning of Environmental Sciences
• Core idea: “Learning by modelling”
• Learning tools:
• Definition of a suitable terminology
• Interaction with the model
• Prediction of its behaviour
• Application examples:
• “Study the evolution of a species
population when another species is
introduced in the same ecosystem”
• “Study the effect of contaminant
agents in a river”
• ....
5
6. Introduction
DynaLearn
• “System for knowledge acquisition of conceptual knowledge in the
context of environmental science”. It combines:
• Model construction representing a system
• Semantic techniques to put such models in relationship
• Use of virtual characters to interact with the system
6
9. QR Modelling
Model fragments
Entity: model fragment:
Imported
Reuse structure of the
The within a model system
Influence:
Natality determines δSize
Quantity:
The dynamic aspects of
the system
Proportionality:
δSize determines δNatality
9
11. QR Modelling
Simulations Results
• Based on a scenario,
model fragments and
model ingredient
definitions
State Graph
Dependencies View of State 1 Value History
11
12. Semantic Techniques
Semantic Techniques
• To bridge the gap between the loosely and imprecise
terminology used by a learner and the well-defined semantics
of an ontology
• To put in relation to the QR models created by other learners
or experts in order to automate the acquisition of feedback and
recommendations from others
12
14. System overview
Online semantic Semantic repository
resources
Learner Grounding of Grounded Recommendation Reference
Model learner model Learner Model of relevant models Model
?
Generation of
List of suggestions
semantic feedback
Learner
14
17. Semantic Grounding
Benefits of grounding
• Support the process of learning a domain vocabulary
• Ensure lexical and semantic correctness of terms
• Ensure the interoperability among models
• Extraction of a common domain knowledge
• Detection of inconsistencies and contradictions between
models
• Inference of new, non declared, knowledge
• Assist the model construction with feedback and
recommendations
17
20. Semantic-based feedback
Learner
Model Grounding-based Preliminary Ontology
alignment mappings matching
Reference
Model
List of
QR structures equivalences
Discrepancies
List of Taxonomy Generation of
suggestions Inconsistencies semantic feedback
Terminology
Discrepancies
21. Grounding-based alignment
http://dbpedia.org/resource/Mortality_rate
Expert model
Student model
grounding
Semantic repository
Preliminary mapping: Death_rate ≡ Death
23. Ontology Matching
• Ontology matching tool: CIDER
• Input of the ontology matching tool
• Learner model with preliminary mappings
• Reference model
• Output: set of mappings (Alignment API format)
Gracia, J. Integration and Disambiguation Techniqies for Semantic Heterogeneity Reduction on the Web. 2009
23
25. Terminology discrepancies
Missing and extra ontological elements
Reference model:
Learner model:
subclass of
missing term
extra term
equivalent terms
25
27. QR structural discrepancies
Algorithm:
1. Extraction of basic units
2. Integration of basic units of the same type
3. Comparison of equivalent integrated basic units
4. Matching of basic units of the same type
5. Comparison of equivalent basic units
OEG Oct 2010 27
28. QR structural discrepancies
Extraction of basic units
External relationships
Internal relationships
OEG Oct 2010 28
29. QR structural discrepancies
Algorithm:
1. Extraction of basic units
2. Integration of basic units of the same type
3. Comparison of equivalent integrated basic units
4. Matching of basic units of the same type
5. Comparison of equivalent basic units
OEG Oct 2010 29
31. QR structural discrepancies
Algorithm:
1. Extraction of basic units
2. Integration of basic units of the same type
3. Comparison of equivalent integrated basic units
1. Missing instances in the learner model
2. Discrepancies in the internal relationships
4. Matching of basic units of the same type
5. Comparison of equivalent basic units
OEG Oct 2010 31
32. QR structural discrepancies
Missing instances in the learner model
Reference model
Learner model
Missing quantity
OEG Oct 2010 32
33. QR structural discrepancies
Discrepancies between internal relationships
Reference model Learner model
Different causal dependency
OEG Oct 2010 33
34. QR structural discrepancies
Algorithm:
1. Extraction of basic units
2. Integration of basic units of the same type
3. Comparison of equivalent integrated basic units
4. Matching of basic units
• Filter by MF (matching of MF first)
• Matching based on the external relations
5. Comparison of equivalent basic units
OEG Oct 2010 34
36. QR structural discrepancies
Algorithm:
1. Extraction of basic units
2. Integration of basic units of the same type
3. Comparison of equivalent integrated basic units
4. Matching of basic units of the same type
5. Comparison of equivalent basic units
1. Missing entity instances
2. Discrepancies in external relationships
OEG Oct 2010 36
37. QR structural discrepancies
Missing entity instances
Learner model
Missing entity instances
Reference model
OEG Oct 2010 37
38. QR structural discrepancies
Discrepancies in the internal relationships
Learner model
Different causal dependencies
Reference model
OEG Oct 2010 38
39. Feedback from the pool of models
Algorithm:
1. Get semantic-based feedback from each model
2. For each generated suggestion, calculate
agreement among models
3. Filter information with agreement < minimum
agreement
4. Communicate information to the learner
OEG Oct 2010 39
40. Feedback from the pool of models
Example:
Learner model
OEG Oct 2010 40
41. Feedback from the pool of models
Example:
67% 25%
75%
67%
OEG Oct 2010 41