This document discusses generating personalized web pages for tutoring systems using knowledge-based approaches. It covers key topics like ontologies, student modeling, cognitive psychology, and hypertext. Personalized web pages can be adapted based on a student's knowledge, learning style, goals, preferences and other factors inferred from their interactions. The document argues that web pages should be designed following principles of cognitive ergonomics and rhetoric to facilitate understanding and avoid issues like high cognitive load.
1) Linked data and semantic annotation techniques can help build a network of interconnected knowledge that assists with problem solving and innovation.
2) These techniques involve representing information as structured data using vocabularies and ontologies, and automatically identifying relationships between concepts.
3) When applied to digital humanities resources, these methods can help produce advanced knowledge by linking information from different domains into a universal network.
Modern learning models require linking experiences in training environments with experiences in the real-world. However, data about real-world experiences is notoriously hard to collect. Social spaces bring new opportunities to tackle this challenge, supplying digital traces where people talk about their real-world experiences. These traces can become valuable resource, especially in ill-defined domains that embed multiple interpretations. The paper presents a unique approach to aggregate content from social spaces into a semantic-enriched data browser to facilitate informal learning in ill-defined domains. This work pioneers a new way to exploit digital traces about real-world experiences as authentic examples in informal learning contexts. An exploratory study is used to determine both strengths and areas needing attention. The results suggest that semantics can be successfully used in social spaces for informal learning – especially when combined with carefully designed nudges.
Network of Excellence in Internet Science (Multidisciplinarity and its Implic...i_scienceEU
The document discusses the role of human sciences in future internet design. It notes that the internet has evolved from a machine network focused on host-to-host communication to a human-centric network that blends digital and physical worlds. It is emerging as a tool to study human behavior at large scales. The structure and content of online social networks provides insights into how people interact and share information. Understanding human cognition and decision-making can inform self-aware systems for content-centric internets. A new multi-disciplinary approach is needed combining ICT and human sciences like sociology, anthropology and psychology to account for the human element in internet evolution.
This document discusses using semantic web technologies to improve education systems. It proposes using ontologies to semantically tag educational content and materials. This would allow the content to be understood by machines and enable more flexible and personalized access to learning resources. By making information on the web more meaningful and structured through semantic tagging, it could enable better search capabilities and navigation for users of educational systems. The goal is to transform how information is displayed on the web from just presenting raw text to representing logical relationships and connections between concepts.
This document provides an overview of knowledge management concepts and approaches. It begins by defining knowledge management and outlining its key processes. These include content gathering, document management, collaboration, and discovery. The document then discusses assessing the value of knowledge management from improving business process efficiency, empowering organizations with knowledge, and addressing loss of corporate memory. Finally, it presents a conceptual architecture for a knowledge management system, positioning relevant technologies to support knowledge sharing, retrieval, and classification across information sources and knowledge repositories.
[esIoT'12] an attitude based reasoning strategy to enhance interaction with a...Josué Freelance
The document describes an attitude-based resource recommendation strategy for an augmented reality Internet of Things (IoT) browser. The strategy prioritizes resources for users based on their profile, interaction history, spatial location and orientation relative to resources, and explicit selections. An architecture is proposed with three planes: an infrastructure plane containing location services and knowledge bases, a device plane for sensing and representation, and a smart space plane for mapping and resource modules. A prototype applies the strategy to provide context-aware resource filtering and recommendations.
Mobiililaitteet ja koulu: hypeä ja arkirealismiaJari Laru
The document summarizes research on mobile learning and distributed cognition. It discusses four studies conducted by the author:
1. A study analyzing collaboration patterns in a professional online community using mobile tools. The study found sparse collaboration among community members due to separate offline practices.
2. An experiment on argumentative mobile learning that found mobile tools promoted interaction but led to superficial argument quality.
3. A case study of a course integrating multiple Web 2.0 tools, including mobile phones. Bayesian analysis found wiki activities best predicted learning outcomes.
4. Comparisons of experiments integrating mobile and online tools with distributed, collaborative tasks. The studies explored designing integrated learning scripts to support progressive, collaborative mobile learning.
Issues of Information Semantics and Granularity in Cross-Media PublishingBeat Signer
CAiSE 2003, Conference on Advanced Information Systems Engineering, Klagenfurt/Velden, Austria, June 2003
ABSTRACT: While there have been dramatic increases in the use of digital technologies for the storage and processing of information, the affordances of paper have ensured its retention as a key information medium. Recent developments in digitally augmented paper provide the potential to embed active links within printed documents, thereby turning paper into an interactive medium. In this paper, we address the issues of information granularity and semantics that arise in integrating paper as a first-class interactive information medium in hypermedia systems and show that the information server is vital in realising the true potential of this vision. Further, we discuss the authoring issues of cross-media information environments and the forms of tools required to support the various categories of authoring activity.
1) Linked data and semantic annotation techniques can help build a network of interconnected knowledge that assists with problem solving and innovation.
2) These techniques involve representing information as structured data using vocabularies and ontologies, and automatically identifying relationships between concepts.
3) When applied to digital humanities resources, these methods can help produce advanced knowledge by linking information from different domains into a universal network.
Modern learning models require linking experiences in training environments with experiences in the real-world. However, data about real-world experiences is notoriously hard to collect. Social spaces bring new opportunities to tackle this challenge, supplying digital traces where people talk about their real-world experiences. These traces can become valuable resource, especially in ill-defined domains that embed multiple interpretations. The paper presents a unique approach to aggregate content from social spaces into a semantic-enriched data browser to facilitate informal learning in ill-defined domains. This work pioneers a new way to exploit digital traces about real-world experiences as authentic examples in informal learning contexts. An exploratory study is used to determine both strengths and areas needing attention. The results suggest that semantics can be successfully used in social spaces for informal learning – especially when combined with carefully designed nudges.
Network of Excellence in Internet Science (Multidisciplinarity and its Implic...i_scienceEU
The document discusses the role of human sciences in future internet design. It notes that the internet has evolved from a machine network focused on host-to-host communication to a human-centric network that blends digital and physical worlds. It is emerging as a tool to study human behavior at large scales. The structure and content of online social networks provides insights into how people interact and share information. Understanding human cognition and decision-making can inform self-aware systems for content-centric internets. A new multi-disciplinary approach is needed combining ICT and human sciences like sociology, anthropology and psychology to account for the human element in internet evolution.
This document discusses using semantic web technologies to improve education systems. It proposes using ontologies to semantically tag educational content and materials. This would allow the content to be understood by machines and enable more flexible and personalized access to learning resources. By making information on the web more meaningful and structured through semantic tagging, it could enable better search capabilities and navigation for users of educational systems. The goal is to transform how information is displayed on the web from just presenting raw text to representing logical relationships and connections between concepts.
This document provides an overview of knowledge management concepts and approaches. It begins by defining knowledge management and outlining its key processes. These include content gathering, document management, collaboration, and discovery. The document then discusses assessing the value of knowledge management from improving business process efficiency, empowering organizations with knowledge, and addressing loss of corporate memory. Finally, it presents a conceptual architecture for a knowledge management system, positioning relevant technologies to support knowledge sharing, retrieval, and classification across information sources and knowledge repositories.
[esIoT'12] an attitude based reasoning strategy to enhance interaction with a...Josué Freelance
The document describes an attitude-based resource recommendation strategy for an augmented reality Internet of Things (IoT) browser. The strategy prioritizes resources for users based on their profile, interaction history, spatial location and orientation relative to resources, and explicit selections. An architecture is proposed with three planes: an infrastructure plane containing location services and knowledge bases, a device plane for sensing and representation, and a smart space plane for mapping and resource modules. A prototype applies the strategy to provide context-aware resource filtering and recommendations.
Mobiililaitteet ja koulu: hypeä ja arkirealismiaJari Laru
The document summarizes research on mobile learning and distributed cognition. It discusses four studies conducted by the author:
1. A study analyzing collaboration patterns in a professional online community using mobile tools. The study found sparse collaboration among community members due to separate offline practices.
2. An experiment on argumentative mobile learning that found mobile tools promoted interaction but led to superficial argument quality.
3. A case study of a course integrating multiple Web 2.0 tools, including mobile phones. Bayesian analysis found wiki activities best predicted learning outcomes.
4. Comparisons of experiments integrating mobile and online tools with distributed, collaborative tasks. The studies explored designing integrated learning scripts to support progressive, collaborative mobile learning.
Issues of Information Semantics and Granularity in Cross-Media PublishingBeat Signer
CAiSE 2003, Conference on Advanced Information Systems Engineering, Klagenfurt/Velden, Austria, June 2003
ABSTRACT: While there have been dramatic increases in the use of digital technologies for the storage and processing of information, the affordances of paper have ensured its retention as a key information medium. Recent developments in digitally augmented paper provide the potential to embed active links within printed documents, thereby turning paper into an interactive medium. In this paper, we address the issues of information granularity and semantics that arise in integrating paper as a first-class interactive information medium in hypermedia systems and show that the information server is vital in realising the true potential of this vision. Further, we discuss the authoring issues of cross-media information environments and the forms of tools required to support the various categories of authoring activity.
This poster was presented at the UTS Teaching and Learning Forum in November 2009. Promoting the use of QR codes in teaching, learning and research environments.
This document discusses the shifting focus of identity management from organizations to individuals. It notes that personal learning environments, personal health records, and customer/vendor relationship management are moving control of data from organizations to individuals. Emerging technologies allow individuals to produce and share knowledge through social networks and user-generated content. Key competencies for the future include managing one's digital identity, communicating across cultures, problem-solving with technology, and sharing values through digital expression. Effectively managing digital identity may require changes to the architecture of the internet to give individuals more control over their online presence and data.
Digital natives and virtual libraries: What does the future hold for libraries?Yasar Tonta
Digital natives are comfortable with digital technologies like the internet, social media, and video games. The document discusses how digital natives' preferences for speed, graphics, and random access are shaping the future of libraries, which are adopting virtual spaces and incorporating Web 2.0 technologies like social networking, user-generated content, and collaboration tools. The future of libraries lies in convergence between physical and virtual spaces that meets the needs and expectations of digital native patrons.
This document provides an overview of concepts in image steganography. It defines key terms like cover object, stego object, and discusses the prisoner's problem framework for steganography. It also discusses different approaches to defining steganographic security, including defining it based on the distinguishability of cover and stego object probability distributions or the error rates of a warden's detection test. The document reviews how security is quantified using relative entropy between distributions.
This document outlines the scheme of work for an Information Technology in a Global Society (ITGS) course over two academic terms. It includes the following:
- Six main topic areas to be covered including information systems, social/ethical impacts of IT, hardware/networks, databases/spreadsheets, word processing/presentations, and integrated systems.
- Specific learning objectives, subtopics, activities, resources and assessments for each topic.
- A focus on understanding technological concepts as well as evaluating the social and ethical issues of various IT applications.
- Real-life examples are to be used to demonstrate the impacts and applications of IT in various areas such as business, education, health, arts and
Artificial Intelligence Research Topics for PhD Manuscripts 2021 - PhdassistancePhD Assistance
Imagine a world where knowledge isn’t limited to humans!!! A world in which computers will think and collaborate with humans to create a more exciting universe. Although this future is still a long way off, Artificial Intelligence has made significant progress in recent years. In almost every area of AI, such as quantum computing, healthcare, autonomous vehicles, the internet of things, robotics, and so on, there is a lot of research going on. So much so that the number of annual Published Research Papers on Artificial Intelligence has increased by 90% since 1996.
Ph.D. Assistance serves as an external mentor to brainstorm your idea and translate that into a research model. Hiring a mentor or tutor is common and therefore let your research committee know about the same. We do not offer any writing services without the involvement of the researcher.
Learn More: https://bit.ly/2Sdlfn4
Contact Us:
Website: https://www.phdassistance.com/
UK NO: +44–1143520021
India No: +91–4448137070
WhatsApp No: +91 91769 66446
Email: info@phdassistance.com
General Framework for the Rapid Development of Interactive Paper ApplicationsBeat Signer
Presentation given at CoPADD 2006, 1st International Workshop on Collaborating over Paper and Digital Documents, Banff, Canada, November 2006
ABSTRACT: We present a component-based framework that supports the rapid development of a wide variety of interactive paper applications. The framework includes authoring and publishing tools as well as a server that supports the linking of active areas on paper to a wide range of different media types and services.
The learner voice: students' use and experience of technologiesgrainne
This document discusses learners' use and experience of technologies based on research from various projects. It finds that technologies are becoming integrated into the student-institutional relationship, with most services now provided online. Students report using tools like email, word processing, and the internet as core tools for learning and communication. Research also shows students engaging with a variety of online resources and using technologies to support activities like creating documents, searching for information, and communicating with others. However, tensions can arise between student control over personal tools and institutional control over integrated systems, with implications for teaching strategies, staff skills, and university policies.
This document provides an overview of the Demystifying OWL tutorial. The tutorial will explain description logics and the OWL family of ontology languages. It will cover the makeup of description logics, including the TBox (terminology) and ABox (assertions). The tutorial will also discuss OWL 1 and OWL 2, the open versus closed world assumption, the unique name assumption, and available tools and resources. The goal is to help attendees fully understand the application of semantic web and ontology technologies in model-driven software development.
6 - Making Information Pay 2011 -- SOLOMON, MADI (Pearson)bisg
"Smart Content: The Importance of Semantics in Publishing"
The way we organize our information is shifting from the book-centric table of contents or bibliographic citations to a more dynamic approach that directs us to content that may never have been initially intended, or previously encountered.
Smart content is content that is equipped with structured data that allows it to soar across domains, user groups, profiles, and knowledge maps to reach readers in non-linear ways. Through the guidance of taxonomies and the exploitation of classifications, smart content no longer waits for the wisdom of the reader, but seeks the most appropriate reader for its content.
This presentation explores how semantics and reliable metadata act as agents to broker such relationships.
Learning Analytics for Learning BlogospheresYiwei Cao
This document discusses learning analytics approaches for analyzing blogospheres. It proposes using structural network analysis (SNA) to identify social capital within blogging networks and detect hubs and closures. Content analysis would identify bursty topics that rise and fall over time, reflecting learning activities. The approaches would provide insights into bloggers' expertise and the dynamics of learning within blogospheres. The analyses could integrate SNA and content approaches to better understand learning analytics for informal learning environments like blogs.
Knowledge Management (KM) is a social activity. More and more organizations use social software as a tool to bridge the gap between technology- and human-oriented KM. In order to create interoperable, transferable solutions, it is necessary to utilize standards. In this paper, we analyze which standards can be applied and which gaps currently exist. We present the concept of knowledge bundles, capturing information on knowledge objects, activities and people as a prerequisite for social-focused KM. Based on our concept and examples, we derive the strong need for standardization in this domain. As a manifesto this paper tries to stimulate discussion and initiating a broad initiative working towards a common standard for the next generation of knowledge management systems. Our manifesto provides with eight recommendations how the KM community should act to address future challenges.
Explicit vs. latent concept models for cross language information retrievalNitish Aggarwal
This document summarizes and compares different concept models for cross-language information retrieval, including explicit and latent models. It describes explicit models like Explicit Semantic Analysis (ESA) that use concepts defined in external resources, and latent models like Latent Semantic Analysis (LSA) and Latent Dirichlet Allocation (LDA) that derive concepts from unlabeled text. It evaluates these models on two datasets and finds that LSA performs best, with CL-ESA achieving comparable results to LSA. It concludes explicit models like CL-ESA can perform as well as or better than latent models for cross-language retrieval.
The document summarizes key concepts from the book "Information Design" edited by Robert Jacobson. It contains chapters written by various authors on topics related to information design, including its definition, theoretical foundations, and practice. The book explores whether information design is a unique field and how its theories can be systematically implemented. It presents differing expert opinions on what constitutes information design. The document also summarizes concepts discussed in the book related to how data takes on meaning, wayfinding, and differences in perception.
The document summarizes key aspects of the book "Information Design" edited by Robert Jacobson. It contains 16 chapters written by different authors on the topic of information design. The book aims to establish if information design is a unique practice, develop a formal theory of information design, and how to implement this theory systematically. It covers various concepts like how data takes on new meanings when organized, the importance of efficient wayfinding, and differences in individual perception of information. While the experts have differing opinions, the book provides a valuable compilation of perspectives on information design theory and practice.
1. The document outlines an agenda for a seminar on the semantic web and machine learning including introductions, foundations of the semantic web, ontology learning, ontology mapping, semantic annotation, using ontologies, and applications.
2. It compares different data models including taxonomies, thesauruses, topic maps, and ontologies, noting that ontologies provide a formal specification of a shared conceptualization of a domain with defined relationships between concepts.
3. The seminar will cover how machine learning can be used to learn ontologies and ontology mappings from text to help integrate and converge information across devices and contexts on the semantic web.
The document summarizes key aspects of the book "Information Design" edited by Robert Jacobson. It contains 16 chapters written by different authors on the topic of information design. The book aims to determine if information design is a unique practice, develop a theory of information design, and how to implement the theory systematically. It covers various concepts like how data takes on new meaning when organized, principles of effective wayfinding, and how perception of information varies between individuals. While the experts have differing opinions, the book provides a valuable compilation of perspectives on information design theory and practice.
The document outlines goals for developing fluency in information technology at Simmons College. It discusses developing intellectual capabilities, skills, and concepts across personal, interpersonal, professional, and societal domains. The goals include using technology thoughtfully, evaluating online information, troubleshooting issues, communicating digitally, understanding ethics and privacy, and keeping up with technological advances and their impacts on society.
This document discusses constructivism and student-centered learning approaches. It explains that constructivism is a theory where learners discover and construct their own understanding by checking new information against prior knowledge and adapting when necessary. The document outlines principles of constructivist teaching such as valuing student perspectives, using activities to challenge assumptions, and assessing student learning in the context of daily lessons. It also contrasts traditional and constructivist classrooms, noting that constructivist approaches emphasize big concepts, student questions, and group work over strict curricula and textbooks. While critics argue subject matter may be sacrificed, the document advocates for a balanced approach combining direct instruction and discovery methods.
This presentation was made by my group during our class presenatation for the course Pshycology in learning. The content is taken from internet, books and other materials
This poster was presented at the UTS Teaching and Learning Forum in November 2009. Promoting the use of QR codes in teaching, learning and research environments.
This document discusses the shifting focus of identity management from organizations to individuals. It notes that personal learning environments, personal health records, and customer/vendor relationship management are moving control of data from organizations to individuals. Emerging technologies allow individuals to produce and share knowledge through social networks and user-generated content. Key competencies for the future include managing one's digital identity, communicating across cultures, problem-solving with technology, and sharing values through digital expression. Effectively managing digital identity may require changes to the architecture of the internet to give individuals more control over their online presence and data.
Digital natives and virtual libraries: What does the future hold for libraries?Yasar Tonta
Digital natives are comfortable with digital technologies like the internet, social media, and video games. The document discusses how digital natives' preferences for speed, graphics, and random access are shaping the future of libraries, which are adopting virtual spaces and incorporating Web 2.0 technologies like social networking, user-generated content, and collaboration tools. The future of libraries lies in convergence between physical and virtual spaces that meets the needs and expectations of digital native patrons.
This document provides an overview of concepts in image steganography. It defines key terms like cover object, stego object, and discusses the prisoner's problem framework for steganography. It also discusses different approaches to defining steganographic security, including defining it based on the distinguishability of cover and stego object probability distributions or the error rates of a warden's detection test. The document reviews how security is quantified using relative entropy between distributions.
This document outlines the scheme of work for an Information Technology in a Global Society (ITGS) course over two academic terms. It includes the following:
- Six main topic areas to be covered including information systems, social/ethical impacts of IT, hardware/networks, databases/spreadsheets, word processing/presentations, and integrated systems.
- Specific learning objectives, subtopics, activities, resources and assessments for each topic.
- A focus on understanding technological concepts as well as evaluating the social and ethical issues of various IT applications.
- Real-life examples are to be used to demonstrate the impacts and applications of IT in various areas such as business, education, health, arts and
Artificial Intelligence Research Topics for PhD Manuscripts 2021 - PhdassistancePhD Assistance
Imagine a world where knowledge isn’t limited to humans!!! A world in which computers will think and collaborate with humans to create a more exciting universe. Although this future is still a long way off, Artificial Intelligence has made significant progress in recent years. In almost every area of AI, such as quantum computing, healthcare, autonomous vehicles, the internet of things, robotics, and so on, there is a lot of research going on. So much so that the number of annual Published Research Papers on Artificial Intelligence has increased by 90% since 1996.
Ph.D. Assistance serves as an external mentor to brainstorm your idea and translate that into a research model. Hiring a mentor or tutor is common and therefore let your research committee know about the same. We do not offer any writing services without the involvement of the researcher.
Learn More: https://bit.ly/2Sdlfn4
Contact Us:
Website: https://www.phdassistance.com/
UK NO: +44–1143520021
India No: +91–4448137070
WhatsApp No: +91 91769 66446
Email: info@phdassistance.com
General Framework for the Rapid Development of Interactive Paper ApplicationsBeat Signer
Presentation given at CoPADD 2006, 1st International Workshop on Collaborating over Paper and Digital Documents, Banff, Canada, November 2006
ABSTRACT: We present a component-based framework that supports the rapid development of a wide variety of interactive paper applications. The framework includes authoring and publishing tools as well as a server that supports the linking of active areas on paper to a wide range of different media types and services.
The learner voice: students' use and experience of technologiesgrainne
This document discusses learners' use and experience of technologies based on research from various projects. It finds that technologies are becoming integrated into the student-institutional relationship, with most services now provided online. Students report using tools like email, word processing, and the internet as core tools for learning and communication. Research also shows students engaging with a variety of online resources and using technologies to support activities like creating documents, searching for information, and communicating with others. However, tensions can arise between student control over personal tools and institutional control over integrated systems, with implications for teaching strategies, staff skills, and university policies.
This document provides an overview of the Demystifying OWL tutorial. The tutorial will explain description logics and the OWL family of ontology languages. It will cover the makeup of description logics, including the TBox (terminology) and ABox (assertions). The tutorial will also discuss OWL 1 and OWL 2, the open versus closed world assumption, the unique name assumption, and available tools and resources. The goal is to help attendees fully understand the application of semantic web and ontology technologies in model-driven software development.
6 - Making Information Pay 2011 -- SOLOMON, MADI (Pearson)bisg
"Smart Content: The Importance of Semantics in Publishing"
The way we organize our information is shifting from the book-centric table of contents or bibliographic citations to a more dynamic approach that directs us to content that may never have been initially intended, or previously encountered.
Smart content is content that is equipped with structured data that allows it to soar across domains, user groups, profiles, and knowledge maps to reach readers in non-linear ways. Through the guidance of taxonomies and the exploitation of classifications, smart content no longer waits for the wisdom of the reader, but seeks the most appropriate reader for its content.
This presentation explores how semantics and reliable metadata act as agents to broker such relationships.
Learning Analytics for Learning BlogospheresYiwei Cao
This document discusses learning analytics approaches for analyzing blogospheres. It proposes using structural network analysis (SNA) to identify social capital within blogging networks and detect hubs and closures. Content analysis would identify bursty topics that rise and fall over time, reflecting learning activities. The approaches would provide insights into bloggers' expertise and the dynamics of learning within blogospheres. The analyses could integrate SNA and content approaches to better understand learning analytics for informal learning environments like blogs.
Knowledge Management (KM) is a social activity. More and more organizations use social software as a tool to bridge the gap between technology- and human-oriented KM. In order to create interoperable, transferable solutions, it is necessary to utilize standards. In this paper, we analyze which standards can be applied and which gaps currently exist. We present the concept of knowledge bundles, capturing information on knowledge objects, activities and people as a prerequisite for social-focused KM. Based on our concept and examples, we derive the strong need for standardization in this domain. As a manifesto this paper tries to stimulate discussion and initiating a broad initiative working towards a common standard for the next generation of knowledge management systems. Our manifesto provides with eight recommendations how the KM community should act to address future challenges.
Explicit vs. latent concept models for cross language information retrievalNitish Aggarwal
This document summarizes and compares different concept models for cross-language information retrieval, including explicit and latent models. It describes explicit models like Explicit Semantic Analysis (ESA) that use concepts defined in external resources, and latent models like Latent Semantic Analysis (LSA) and Latent Dirichlet Allocation (LDA) that derive concepts from unlabeled text. It evaluates these models on two datasets and finds that LSA performs best, with CL-ESA achieving comparable results to LSA. It concludes explicit models like CL-ESA can perform as well as or better than latent models for cross-language retrieval.
The document summarizes key concepts from the book "Information Design" edited by Robert Jacobson. It contains chapters written by various authors on topics related to information design, including its definition, theoretical foundations, and practice. The book explores whether information design is a unique field and how its theories can be systematically implemented. It presents differing expert opinions on what constitutes information design. The document also summarizes concepts discussed in the book related to how data takes on meaning, wayfinding, and differences in perception.
The document summarizes key aspects of the book "Information Design" edited by Robert Jacobson. It contains 16 chapters written by different authors on the topic of information design. The book aims to establish if information design is a unique practice, develop a formal theory of information design, and how to implement this theory systematically. It covers various concepts like how data takes on new meanings when organized, the importance of efficient wayfinding, and differences in individual perception of information. While the experts have differing opinions, the book provides a valuable compilation of perspectives on information design theory and practice.
1. The document outlines an agenda for a seminar on the semantic web and machine learning including introductions, foundations of the semantic web, ontology learning, ontology mapping, semantic annotation, using ontologies, and applications.
2. It compares different data models including taxonomies, thesauruses, topic maps, and ontologies, noting that ontologies provide a formal specification of a shared conceptualization of a domain with defined relationships between concepts.
3. The seminar will cover how machine learning can be used to learn ontologies and ontology mappings from text to help integrate and converge information across devices and contexts on the semantic web.
The document summarizes key aspects of the book "Information Design" edited by Robert Jacobson. It contains 16 chapters written by different authors on the topic of information design. The book aims to determine if information design is a unique practice, develop a theory of information design, and how to implement the theory systematically. It covers various concepts like how data takes on new meaning when organized, principles of effective wayfinding, and how perception of information varies between individuals. While the experts have differing opinions, the book provides a valuable compilation of perspectives on information design theory and practice.
The document outlines goals for developing fluency in information technology at Simmons College. It discusses developing intellectual capabilities, skills, and concepts across personal, interpersonal, professional, and societal domains. The goals include using technology thoughtfully, evaluating online information, troubleshooting issues, communicating digitally, understanding ethics and privacy, and keeping up with technological advances and their impacts on society.
This document discusses constructivism and student-centered learning approaches. It explains that constructivism is a theory where learners discover and construct their own understanding by checking new information against prior knowledge and adapting when necessary. The document outlines principles of constructivist teaching such as valuing student perspectives, using activities to challenge assumptions, and assessing student learning in the context of daily lessons. It also contrasts traditional and constructivist classrooms, noting that constructivist approaches emphasize big concepts, student questions, and group work over strict curricula and textbooks. While critics argue subject matter may be sacrificed, the document advocates for a balanced approach combining direct instruction and discovery methods.
This presentation was made by my group during our class presenatation for the course Pshycology in learning. The content is taken from internet, books and other materials
Constructivism is a theory of learning that emphasizes active engagement by students in constructing their own knowledge and understanding. It holds that students learn best when they can connect new ideas to their prior knowledge through hands-on activities and social interactions. The document discusses how constructivist teaching methods provide benefits like considering student interests, encouraging active and engaged learning, and promoting cooperative learning over a traditional, passive approach.
The document discusses the constructivist learning theory. Constructivism posits that students learn by actively constructing their own understanding through experiences and interactions. Key theorists discussed include Piaget, who saw learning as stages of cognitive development, Bruner, who emphasized discovery-based learning, and Vygotsky, who stressed social learning and scaffolding learning within a student's zone of proximal development. The document outlines implications for constructivist classrooms, including encouraging student exploration, inquiry, and critical thinking with or without technology tools.
Constructivist Approach to Teaching and LearningChristyFrye
The document discusses the constructivist approach to teaching and learning. It provides an overview of constructivism, including that children construct understandings of the world from their experiences and prior knowledge. It also discusses theorists like Piaget who studied cognitive development in stages. The document describes how constructivism applies in classrooms, with hands-on learning and student-centered lessons. It concludes with an example constructivist classroom that uses scaffolding, hands-on activities, group work, and discussions.
The document discusses constructivism as a learning theory where students actively construct knowledge based on their experiences. It describes key theorists like Dewey, Piaget and Vygotsky and their views on how learning is an active process where students build on prior knowledge and social interactions. The document also contrasts traditional teacher-centered classrooms with constructivist student-centered approaches and discusses principles of constructivism like knowledge construction, social learning, and using student questions to drive instruction.
Constructivism holds that learners build their own understanding and knowledge through experiences. Key theorists like Piaget, Vygotsky, and Montessori believed that learning is an active process where students use prior knowledge and social interactions to construct new understanding. The 5E model is used to support a constructivist environment through engaging students, allowing exploration, having students explain their understanding, elaborating on concepts, and ongoing evaluation of learning. Teachers provide tools and guidance for inquiry-based learning while students collaborate to build their own knowledge.
Constructivism is a learning theory based on the idea that students actively construct their own understanding through experiences and reflecting on those experiences. Key contributors to constructivism include Jerome Bruner, Jean Piaget, Lev Vygotsky, and John Dewey. In a constructivist classroom, the teacher facilitates learning by engaging students in hands-on activities, group work, and inquiry-based lessons that allow students to build on prior knowledge and develop new understandings.
The document discusses approaches to adopting an outcome-based education (OBE) curriculum. It outlines the key goals and philosophical assumptions of OBE, which include ensuring all learners can succeed and developing their talents. The document also describes characteristics of OBE curricula, such as having program objectives, outcomes, and performance indicators that are outcome-driven and assessed. It provides examples of OBE approaches teachers can take, such as writing good learning outcomes and familiarizing different curriculum models, as well as changing assessment methods to focus on outcomes over content.
The document outlines the traditional approach to portfolio management. It discusses analyzing constraints like income needs and time horizon, determining objectives like growth or capital preservation, selecting the portfolio based on asset mixes aligned with objectives, assessing the risks and returns with different securities, and diversifying across industries, companies, and size of holdings to manage risk. The traditional approach assumes investors prefer higher returns but also requires judging and taking on specific risks.
Constructivism is a learning theory where students actively construct new knowledge based on previous learning and experiences. Key contributors include Piaget, Bruner, Vygotsky, and Dewey. According to constructivism, learning occurs best when students form hypotheses and conclusions through hands-on projects and problem solving. Teachers should understand each student's development level and encourage assessment of learning. Classrooms using constructivism have students apply prior knowledge to hands-on activities, work collaboratively, and use technology like videos, virtual tours, and online games to construct new understandings.
Constructivism is a learning theory where students actively construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences. Teachers support a constructivist environment using the five E's: engage, explore, explain, elaborate, and evaluate. This allows students to build their own understanding through inquiry, collaboration with peers, and reflection on their learning, with the teacher guiding and assessing the process.
Traditional And Modern Approaches of Political ScienceSaira Randhawa
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The document discusses different approaches and methods for teaching. It defines key concepts like teaching approach, strategy, method, and technique. It also provides examples of different teaching approaches that range from teacher-centered to learner-centered. Direct instruction/lecture and demonstration are two methods discussed in more detail. For direct instruction, steps include demonstrating skills or concepts and providing guided and independent practice. Formative assessment is used during the process. Demonstration involves a teacher or student showing a process while others observe, and guidelines are provided for effective demonstrations.
1. The document discusses using ontologies in intelligent tutoring systems to generate personalized web pages for students based on their knowledge level, learning style, and other attributes in their student model.
2. Information is extracted from the web and annotated with metadata. Relevant concepts, facts, and metaphors are identified and dynamically included in generated web pages structured around the domain ontology.
3. This allows the system to continuously update based on new information from the web while ensuring coherence and understanding by reflecting the conceptual structure of the domain for the learner.
we present some examples of socially-responsible projects developed in Mexico, while exploring the concept of 'collective intelligence' for the promotion of a socially-aware conscience in different contexts and environments.
Semantic Web powering Enterprise and Web ApplicationsAmit Sheth
The document summarizes a presentation given by Amit Sheth at the 48th ACM Southeast Conference in Oxford, Mississippi from April 15-17, 2010. The presentation discussed several real-world applications of semantic web technologies in domains such as financial services, defense and intelligence, and clinical decision making. Specific applications highlighted included risk analysis in banking, assessing intelligence needs, and powering an active semantic electronic medical record system.
Christoph Rensing: Recommending and finding multimedia resources in knowledge...CROKODIl consortium
This document discusses using semantic networks and tagging to support resource-based learning by allowing users to efficiently add semantic information to resources found on the web. It proposes a platform called CROKODIL that would allow users to search for, annotate, organize, and share heterogeneous web resources through collaborative semantic tagging and networking. Recommendation and finding of relevant multimedia resources for knowledge acquisition would be based on the semantic information added in this way.
Fundamentals of Information Architecture WorkshopKate Simpson
This document provides an agenda for a one-day workshop on information architecture. The workshop will cover topics such as defining information architecture, analyzing audiences and users, designing navigation and labeling systems, and best practices for search, search results, facets, filters, metadata and taxonomies. Breaks are scheduled throughout the day for tea/coffee.
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The College of Information Sciences and Technology at Penn State integrates perspectives from various fields to build knowledge and information skills needed in the Information Age. The College offers two majors: IST, where students learn to design, analyze, and make use of information technologies to help people, and SRA, where students help others make informed decisions when information or people are at risk. In both majors, students explore how people interact with and organize information using technology.
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For more recent material on this topic, see: http://wiki.knoesis.org/index.php/PCS
This document provides information on various text and data mining products and projects, organized by vendor, product/project name, status, purpose and functionality, target markets, author information, and main competitors. Some of the products mentioned include Subject Search Sleuth for multi-lingual search and information retrieval, Beluga for corpus knowledge processing, Transana for video/audio transcription and analysis, VBPro for text analysis, Storyspace and Tinderbox for hypertext writing, Tropes for semantic analysis, Zoom for natural language retrieval, Overtext Index for customer relationship management, and Textpack for survey question analysis.
This document provides a curriculum vitae for Nicola Polettini, including biographical information, educational history, certificates, professional activities, languages, computer skills, military position, research interests, and publications. It details that Nicola Polettini is currently a PhD student studying Information and Communication Technology at the University of Trento, and lists his educational background and work experience in machine learning and document classification.
The document discusses the EXPERIMEDIA project which aims to accelerate research on the Future Media Internet through experimental testbeds. It will create "smart venues" like sports centers and cultural sites to explore new forms of social interaction and experiences that blend the online and real world. The project seeks to engage diverse user communities in its research and development cycle to gain insights. It will issue competitive calls to fund experiments in areas like live spectator sports and collaborative sports training.
This document provides an overview of an information and knowledge management course. It introduces the instructor and outlines the course goals, challenges, program, teaching methods, evaluation criteria, and topics. The course aims to distinguish between computer science and human science perspectives on information and knowledge management concepts, processes, and technologies.
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The document discusses how semantic technologies can enable the transition from file-based media production to real-time co-production. It describes some of the issues with current non-integrated production processes and how semantic modeling, linked data, and system integration using semantic technologies can help solve problems around re-use, retrieval and scalability. Examples of applications for semantic technologies in media production workflows from pre-production to archiving are also provided.
The document summarizes the activities and research projects of the Integrated Media Systems Center (IMSC) at the University of Southern California. IMSC is an NSF Engineering Research Center that conducts research in multimedia and immersive technologies through partnerships with industry, government agencies, and other universities. Its research focuses on areas like immersive audio, computer vision, graphics & animation, and virtual reality simulations. IMSC also supports education programs and has graduated over 200 students. Its application projects include ImmersiNet for entertainment, InterAct for communication, and 2020Classroom for education.
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The document summarizes presentations from a panel discussion at the Fourth European IA Summit in Amsterdam on establishing information architecture as an academic discipline. It introduces the panelists, who are professors from universities in Denmark, Sweden, Poland, Italy, and Norway. Each panelist describes their approach to teaching information architecture in their respective university programs, which integrate both theoretical and practical elements. They discuss goals of recognizing IA as a distinct field, ensuring relevance to professional practice, and developing the academic body of knowledge to further establish information architecture.
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Knowledge-based generation of educational web pages
1. Knowledge-Based Contents
Generation of Personalized
Web Pages Introduction
for Tutoring Web resources for learning
Stefan Trausan-Matu Web page generation
Computer Science Department, Knowledge
Bucharest "Politehnica" University,
and Computer-Human Interaction
Romanian Academy Center for Artificial Intelligence
Web page generation
ROMANIA
trausan@cs.pub.ro
http://www.racai.ro/~trausan
Stefan Trausan-Matu, ITS 2002,
Biarritz 2
Intelligent Tutoring Systems
Knowledge based systems
Student modeling
Reasoning for:
Introduction Student diagnosis
Explanations generation
Lesson planning
Intelligent interfaces
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
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Implied CS domains for
ITS on the web Artificial Intelligence
Computer-
Human ITS = Human learning as supervised
Interaction knowledge acquisition
Artificial
Intelligence Knowledge-based systems
Planning
Web Natural Language Processing
technologies
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1
2. Computer-Human Interaction Web technologies
User (learner) modeling Distributed computing
Personalization (Re)use web-based resources
Intelligent interfaces Client-server, web services
Cognitive psychology Huge amount of information available
Cognitive ergonomics on the web
Permanent evolution of the information
on the web
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
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Knowledge-based generation
of web pages for tutoring
Enhancing ITS with the advantages
offered by the possibility of browsing
the web :
Intelligent reuse web resources Web resources for learning
Integrate new information from the
web
Web rhetoric
Personalized web pages
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
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Learning on the web Resources on the web
Web is a very good place for learning
Databases
New information must be coherently
integrated in the body of knowledge in Knowledge bases (ontologies)
order to keep a holistic character of the Dictionaries, glossaries, and thesauri
body of knowledge Hypertexts and hypermedia
Specific web rhetoric Computer programs (e.g. applets)
Texts and corpora (annotated or not)
Images, films, sound
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2
3. Structure of resources on the
Text perspectives
web
Unstructured (e.g. TEXT, images) - Signs (Peirce, de Saussure): syntax,
hidden structure - Natural Language semantics, pragmatics - Semiotics
Processing Linguistics
Semi-structured (e.g. HYPERTEXT) - Metaphors
HTML, XML Philosophy of language
Structured (e.g. databases) Rhetoric
Psycholinguistics
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Text organization Hypertext
Linear organization - essay, story Text with extra dimensions
Hierarchical organization - treaty, Personalized reading
manual Easy browsable with computer-human
Network organization - hypertext, interfaces
hypermedia Offers the possibility of mapping to a
conceptual structure
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Hypertext - facilitator of Hypertext - facilitator of
human understanding: human understanding:
Theodor Nelson, who coined the term
Hypertext was introduced by Douglas "hypertext", defined it as the
Engelbart, in the early sixties, as a : hyperspace of concepts from a given
text or :
"Conceptual framework for augmenting "A system for massively parallel creative
human intellect" (Engelbart, 1995) work and study ... to the betterment of
human understanding" (Nelson, 1995)
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3
4. World Wide Web
Hypertext(media) + Internet + User Friendly
Interfaces
Text (+images ...) + Knowledge
communication, distribution, agents +
interfacing, cognitive ergonomics (HCI, CHI, HCD)
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
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Knowledge Knowledge-Based Systems
Learning is a knowledge centered activity: Explicit representation, in a so-called
“Knowledge Base”, of the knowledge needed
One of the main goals of a learning by the program
process is the articulation in the
The knowledge base may easy evolve - the
learner’s mind of a body of knowledge representation used must facilitate:
for the considered domain. knowledge acquisition
The skeleton of this body is usually a learning
semantic network of the main concepts The same knowledge base used in several
involved in that domain. processing regimes
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
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Ontologies Ontologies
"An ontology is a specification of a
Knowledge base = Ontology + …
(rules) conceptualization....That is, an ontology is
a description (like a formal specification of
Concepts + Attributes + Relations (+
Axioms) a program) of the concepts and
relationships that can exist for an agent
Multiple ontologies - Ontology
alignment ! or a community of agents" (Gruber)
Needed for agents inter-communication
(share of same concepts)
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4
5. PROGRAMMING_CONCEPT
PROGRAMMING_ABSTRACTION
DATA_ABSTRACTION
Ontologies - Concepts MAPPING
ARRAY
CONTAINER
TABLE
HASHTABLE
The central part of the domain ontology is a INDEXTABLE
ARRAY
taxonomically organized knowledge base of SYMBOLTABLE
COLLECTION
concepts: IMPLICITCOL
EXPLICITCOL
SET
SYMBOLTABLE
Security
BAG
Bond DISPENSER
STACK
Share QUEUE
HEAP
OrdinaryShare CURSORSTR
PreferenceShare LINKEDLIST
CURSORTREE
Stock CONTROL_ABSTRACTION
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Ontologies - Relations
Ontologies - Attributes
Each concept has attributes. For example, Each concept may be related with other
a share has the following attributes: concepts. Related terms with share are:
the shareholder,
earnings per share share capital,
share premium account dividend.
gain
issue
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
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Ontologies - Languages Ontologies on the web
Description logics : LOOM, CLASSIC, General lexical ontologies :
Fact WordNet
XML-Based : DAML+OIL, OML EuroWordNet
BalkanNet
MikroKosmos
FrameNet
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
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5
6. Exchange of ontologies on the
Ontologies on the web
web
Domain specific Particular ontologies are now sharable
Supper Upper Ontology on the web with XML-based languages
like DAML+OIL.
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
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Ontologies used in ITSs Ontologies in ITSs used for :
Domain Learner modelling - overlay, buggy
Tutoring Text processing
Test generation and selection
Human-computer interfacing
Learner diagnosys
Lexical
Authoring
Upper Level Knowledge acquisition
Course planning
Web page generation
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
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Computer-Human Interaction
(CHI)
Among others, it studies:
Cognitive ergonomics
Computer-Human Interaction Immersive interfaces
Learner (user) modeling
Personalization
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6
7. Important issues in cognitive
Cognitive ergonomics
ergonomics of web pages:
Studies the ways in which human-computer Cognitive load
interfaces can be tailored to users' cognitive
characteristics. Lack of orientation
It is very important to design cognitive Web rhetoric
ergonomic web pages.
Facilitate understanding
If you design web pages that are not
cognitive ergonomic, few people will stay
browsing them (when they have the
possibility of surfing a tremendous number of
other pages).
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
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Cognitive load Lack of orientation
Mental (cognitive) effort needed to You could spend even whole days surfing in
browse the web pages cyberspace, forgetting the starting point, the
path you followed, or the starting goals (all
One solution is to assure a holistic these might be one of the causes of its
character for the body of knowledge attractiveness, but it may become something
induced in the learner’s mind. The like drug-addiction).
learning process must induce the sense Therefore, a well designed structure of the
of the whole. New concepts must fit in links topology, easy to understand for
the whole. anybody is very important.
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
Biarritz 39 Biarritz 40
Web rhetoric Web rhetoric
Similarly to a lawyer that uses rhetoric " In the course of designing a hyper document, an
author is generally confronted with three sub
to convince the jury, you must use problems which correspond to the classical fields of
rhetoric in your web pages in order to rhetoric, i.e. inventio, dispositio and elocutio. He
must:
obtain the best results with generate and select relevant information (inventio),
communication in your web pages structure resp. order the selected information
(dispositio), and
present the ordered information in an adequate way
(elocutio).“ (Thuering, M., Hannemann, J., Haake,
J.M., 1991)
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
Biarritz 41 Biarritz 42
7
8. Understanding Empathy
Explanation vs. Understanding "empathy is a phenomenon in which
Understanding implies an emphatic one person can experience states,
relation, which involves the immersion thoughts and actions of another person,
of the learner in a context. (vonWright) by psychological transposition of the
Different interpreters may have self in an objective human behavior
different understandings of the same model, allowing the understanding of
sign. the way the other interprets the world “
Understanding requires experiencing (…………..)
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
Biarritz 43 Biarritz 44
Very important in immersion
Immersion are the space and time
perception or imagination in
"The state of being overwhelmed or images (perceived or imagined) in
deeply absorbed; deep engagedness". which objects are identified;
(Webster Dictionary, 1999) the possibility and experience of real,
"If you immerse yourself in something, simulated or mental walkthrough in the
context of immersion;
you become completely involved in it."
(Collins Dictionary, 1999) the experience of actions (real of
imagined) done by the immersed
person.
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
Biarritz 45 Biarritz 46
Immersion done by Flow state
Flow state (Alan Cooper, “About Face”), e.g.
Physically entering in a context of the domain driving a car or skiing - induced by a perfect
(for example, learning to drive a car by immersion:
entering the care, starting it and driving),
Simulations through, for example, computer sense of control
graphics facilities (starting from simple navigation
interactive computer graphic till virtual
reality); loose of the sense of time
Mentally, as a result of mental imagery, as a
consequence of reading a text or browsing
web pages.
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
Biarritz 47 Biarritz 48
8
9. Immersion on web sites
The World Wide Web has been proved as a
very attractive and, meanwhile, very useful
space to wander for almost anyone, including
students. Therefore, it may be considered it
as a very suitable medium to provide
immersive learning
CHI - Personalization
The immersion illusion can be supported both
by a structure of web pages
Web browsing may generate a flow state
Flow state may be useful for learning
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
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Personalized web pages Personalized web pages
From an ideal perspective, everybody has Are adapted to each users':
to find WWW structured according to knowledge - ITS student model
his needs, goals and cognitive learning style
particularities. psychological profile
goals (e.g. lists of concepts to be learned)
level (novice, expert)
preferences (e.g. style of web pages)
context of interaction
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Student model Learning style
Keeps track of the concepts known, unknown Exploratory vs. interactional
or wrongly known by the student (………)
David Kolb’s learning styles :
Inferred from results at tests or from
Accomodator
interaction (visited web pages, topics
searched etc.) Diverger
Is usually defined in relation with the domain Converger
ontology (concept net, Bayesian net) Assimilator
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Biarritz 53 Biarritz 54
9
10. Psychological profile Psychological profile
Inferred from results at psychological Self-confidence
tests or from interaction (time of Motivation
visiting different types of web pages) Concentration
Personality types Social interaction
Intelligence Emotion profile
Context dependence
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
Biarritz 55 Biarritz 56
Preferences Context of interaction
Explicitly chosen by the learner Avoid monotony, fatigue or cognitive
Inferred from behavior overload
Inferred from the psychological style Rhetoric schemata
Speech acts
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
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Web page generation
Content
Structuring
Web page generation Styling
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Biarritz 59 Biarritz 60
10
11. Web rhetoric
" In the course of designing a hyper document, Web page generation
…
generate and select relevant information
(inventio), Content
structure resp. order the selected information
(dispositio), and
present the ordered information in an
adequate way (elocutio).“ (Thuering, M.,
Hannemann, J., Haake, J.M., 1991)
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
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Content types Content types - text
Text Descriptions
Questions and tests Justifications
Explanations
Links
Questions
Images and sounds
Glossary
Programs (e.g. applets) Index
Links
Help
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Content types Content semantics
Textual Conceptual structure
Visual Semantic density
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12. Content pragmatics for learning
purposes Source of content
Created (edited) by the professor - authoring
Context tools
Reused - Information retrieval - search
Prerequisites for a content module agents
Relations to other content modules text
html
Speech act role of content
xml
jpeg, mpeg etc.
Automatically generated (text, tests)
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Biarritz 67 Biarritz 68
Dimensions of texts on the web Text structuring
1. Raw text
2. Text shown by the browser Bracketing
3. Annotated text (HTML, XML)
Knowledge extraction and semantic
4. Style of presentation (CSS, XSL)
5. Hyperlinks relations
6. Structure of web pages Text segmentation
7. Knowledge in texts Rhetoric schema identification
8. Goals of the writer
9. The history of browsing web pages Automatic link generation
10. Effect on the reader
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
Biarritz 69 Biarritz 70
Text annotation Text segmentation
Syntactic Identification of structures (e.g. lexical chains
Part of speech - G. Hirst) of semantically related words
“Bracketing” Uses WordNet or other lexical ontologies,
which provides semantic relations among
Semantic words
Pragmatic synonims
Rhetoric hypernims, hiponims
meronyms, holonims
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Biarritz 71 Biarritz 72
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13. Natural Language Processing Natural Language Processing
(NLP) approaches
Parsing
Annotation Grammar-based
Knowledge extraction Statistical
Document categorization
Search for relevant documents
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Biarritz 73 Biarritz 74
XML XML
“eXtensible Markup Language”
Universal markup language <Student>
<ID>7321</I
<FName>Steven</FName>
Extends HTML facilities <Name>Collins</Name>
<Year>4</Year>
Simplified SGML </Student>
Keeps 80% from SGML
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
Biarritz 75 Biarritz 76
XML additional features
XML similarities with HTML
comparatively to HTML
Easy to use on Internet
Extensibility - new types of annotations
XML documents are easy to create and
may be introduced
process
Universal representation language
XML documents may be read with an
ordinary text editor Separation of content, structure and
visualization
SGML compatible
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
Biarritz 77 Biarritz 78
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14. XML additional features
comparatively to HTML XML encourages semantics
HTML XML
<table> <?xml version="1.0"?>
Facilities for semantic encoding <tr> <StudentsList>
<td>7612</td> <Student>
Allows different (personalized) <td>John</td>
<td>Freeman</td>
<ID>7612</ID>
<FName>John</FName>
presentations of the same document <td>3</td>
</tr>
<Name>Freeman</Name>
<Year>3</Year>
(by means of XSLT transformations) <tr>
<td>7321</td>
</Student>
<Student>
<td>Steven</td> <ID>7321</ID>
<td>Collins</td> <FName>Steven</FName>
<td>4</td> <Name>Collins</Name>
</tr> <Year>4</Year>
</table> </Student>
</StudentsList>
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
Biarritz 79 Biarritz 80
XML Perspectives XML Perspectives
Allows the definition of a grammar for a Universal markup of documents (simplified
markup language: SGML)
Explicitly, with a DTD or a schema Universal document structuring - allows a
(“valid XML document”) linear representation of any structure
Implicitly, even in the absence of a DTD Universal modality of exchange of information
or schema, starting from the annotation on Internet
structure (“well formed document”) Language for federated databases
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
Biarritz 81 Biarritz 82
XML languages XSLT
XSLT Transformation of XML files into other
XPointer XML, HTML or text files
Tree (source) to tree (destination)
XLink transformation rules
DAML+OIL Example-based programming
LOM XSLT programs are XML files
User defined Uses XPath language for addressing
inside XML documents
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Biarritz 83 Biarritz 84
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15. XML annotation for learning
XSLT purposes
<xsl:stylesheet xmlns:xsl="http://www.w3.org/TR/WD-xsl">
<xsl:template match="/">
Universal way of content structuring
<html> <body> <h2>List of students</h2>
<xsl:apply-templates/>
and annotation
</body> </html>
Reuse of learning modules through the
</xsl:template>
<xsl:template match="StudentsList">
web
<xsl:for-each select="Student">
ID= <xsl:value-of select="ID"/> First name:<xsl:value-of select="FName"/>
Name:<xsl:value-of select="Name"/> Year:<xsl:value-of select="Year"/>
</xsl:for-each>
</xsl:template>
</xsl:stylesheet>
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
Biarritz 85 Biarritz 86
Semantic editing E-learning standards
IEEE-LTSC - IEEE Learning Technology Standards
Committee (LTSC)
ARIADNE - Alliance of Remote Instructional
Authoring and Distribution Networks for Europe
IMS - Global Learning Consortium, Inc.
SCORM - Sharable Content Object Reference Model
- ADL - Advanced Distributed Learning
AICC - Aviation Industry CBT (Computer-Based
Training) Committee
DC - Dublin Core Metadata Initiative
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
Biarritz 87 Biarritz 88
XML based annotation in
Learner Object Metadata
E-learning standards
XML-based Metadata - LOM (“Learning <?xml version="1.0"?>
<lom
Object Metadata”) - elementary xmlns="http://www.imsglobal.org/xsd/imsmd_rootv1
p2p1” ...>
learning module <general> ... </general>
<lifecycle> ... </lifecycle>
<metametadata> ... </metametadata>
IMS packages of learning modules <technical> ... </technical>
<educational> ... </educational>
<relation> ... </relation>
<annotation> ... </annotation>
<classification> ... </classification>
</lom>
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Biarritz 89 Biarritz 90
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16. Learner Object Metadata Learner Object Metadata
<educational>
<technical> <interactivitytype>
<format>text/html</format> <langstring>Expositive</langstring>
<location type="URI"> </interactivitytype>
http://www.racai.ro/foo/c.html <learningcontext>
</location> <langstring>Higher Education</langstring>
</technical> </learningcontext>
<description>
<langstring>Online CoursePack</langstring>
</description>
</educational>
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
Biarritz 91 Biarritz 92
Learner Object Metadata
<relation>
<kind>
Web page generation
<langstring>Requires</langstring>
</kind>
<resource>
<description>
Structuring
<langstring>Description of resource</langstring>
</description>
</resource>
</relation>
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
Biarritz 93 Biarritz 94
Web page generation Structuring
Content Linear
Structuring Hierarchy
Styling Network
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
Biarritz 95 Biarritz 96
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17. Structuring Generate web pages
Usually, learning systems on the web Adaptable – with usual browsers
generate a linear, “tutorial” order, e.g. Adaptive – (Brusilovsky-AH) ELM-ART
DCG, APHID, ELM-ART, ID Generated for a group, with adaptable features
Simple hierarchical links -lessons, (reorder links, show/hide links, map adaptation)
sections, subsections, and terminal Customization vs. optimization
pages ELM-ART II Personalized (individualized) – DCG, APHID,
Very simple network links – index, Larflast
glossary, references Generated for a single person
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Biarritz 97 Biarritz 98
Scope of generation Generation horizon
Generate an entire site Local – satisfy “requires” links
Generate page by page Holistic - Larflast
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
Biarritz 99 Biarritz 100
Goal of generation Generation procedure
Convert printed to electronic textbooks, Personalized generation is achieved by
e.g. ELM-ART filtering the conceptual structure
Sequencing of modules – starting from (semantic network, domain ontology)
a student model and relations among according to the learner model (known
learning modules, e.g. DCG or unknown concepts) or to the
Glossary, index, and references links abstraction level (e.g. ID)
Hypertext links – using NLP techniques Planning – AND/OR graph (DCG), Bayes
Believe Net – APHID
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
Biarritz 101 Biarritz 102
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18. GenWeb (Trausan-Matu, PEDAGOGICAL
KNOWLEDGE Domain knowl.
acquisition
1997) Test
generation
DOMAIN
Centered around a domain knowledge base Student
(ontology) Eval. KNOWLEDGE BASE
Adapts lesson planning according to different Rev.eng. of
predefined student personalities stud. programs
Generates simple explanations in natural language
Explanation
Generates automatically multiple answers tests generation STUDENT MODEL
(knowledge about the user)
Evaluates students results for tests, and develop a
student’s model RETHORICAL
Understands (reverse engineering) student programs KNOWLEDGE
Generates a highly structured collection of web pages HYPERTEXT
LINGUISTIC
GENERATION KNOWLEDGE
FOR WWW
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
Biarritz 103 Biarritz 104
LARFLAST LARFLAST
LeARning Foreign Language Scientific
Terminology COPERNICUS EU project Browsing a holistic, understandable structure
may induce a flow state
• Leeds University – UK,
• Manchester University - UK, Adaptation of the content of the generated
• Montpellier University - France, web pages to the incoming information from
• RACAI – Romania,
• Sofia University - Bulgaria, the web. New information is extracted,
• Sinferopol University - Ukraine annotated and coherently integrated in the
body of knowledge in order to keep the
Objective: To provide a set of tools, available on the web,
for supporting the learning of foreign terminology in finance holistic character of the body of knowledge.
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
Biarritz 105 Biarritz 106
Serendipitous information
LARFLAST acquisition (Cerri & Maraschi)
Dynamic generation of personalized web pages
Runs from an Apache servlet
Adapts to the learner’s model, transferred
from another web site
Parameterized, easy to configure for new
patterns of web pages and structures
Includes relevant metaphors and texts from a
corpus
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
Biarritz 107 Biarritz 108
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19. Semantic editing (Trausan)
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
Biarritz 109 Biarritz 110
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
Biarritz 111 Biarritz 112
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
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20. Web page generation
Styling
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
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Web page generation Styling
Content Different presentation attributes (color,
Structuring shape, highlighting, background etc.)
Styling Correspond to user’s preferences
Performed
Declaratively – CSS, XSLT
Procedural – JavaScript, Java
Client vs. server (ASP, JSP, XSP, PHP)
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
Biarritz 117 Biarritz 118
References References
P. De Bra, P. Brusilovsky, G. Housen, Adaptive Hypermedia: From Kettel, Thomson, Greer, Generating Individualized Hypermedoia
Systems to Framework, ACM Computing Surveys 31(4) 1999. Apploications, Procs. Of the Int. Workshop on Adaptive and Intelligent
Clibbon, K., Conceptually Adapted Hypertext For Learning, Proceedings Web-based Educational Systems, Montrel, Canada, 2000, pp. 37-49
of CHI’95, (APHID)
http://www.acm.org/sigchi/chi95/Electronic/documnts/kc_bdy.html Sickmann and all, Adaptive Course Generation, Procs. Of the Int.
Dimitrova, V., Self, J., Brna, P., 'Maintaining a Joinly Constrcted Workshop on Adaptive and Intelligent Web-based Educational Systems,
Student Model', in S.A.Cerri (ed.), Artificial Intelligence, Methodology, Montrel, Canada, 2000 , pp. 73-84, (ID)
Systems, Applications 2000, Springer-Verlag, ISBN 3-540-41044-9, Nelson, T.H., The Heart of Connection: Hypermedia Unified by
pp.221-231. Transclusion, Communications of the ACM, vol.38, no. 8, pp. 31-33,
Engelbart, D.C., Toward Augmenting the Human Intellect and Boosting aug. 1995.
our Collective IQ, Communications of the ACM, vol.38, no. 8, pp. 30- Thuering, M., Hannemann, J., Haake, J.M., What’s Eliza doing in the
33,aug. 1995. Chinese Room? Incoherent Hyperdocuments - and how to avoid them,
Gruber, T., What is an Ontology, Hypertext'91, San Antonio, 1991, pp. 161-177.
http://www.ksl.stanford.edu/kst/what-is-an-ontology.html Thuering, M., Hannemann, J., Haake, J.M., Hypermedia and Cognition:
Designing for Comprehension, Communications of the ACM, vol.38,
no.8, pp. 57-66, aug. 1995.
Stefan Trausan-Matu, ITS 2002, Stefan Trausan-Matu, ITS 2002,
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21. References
Trausan-Matu, St. (1997) 'Knowledge-Based, Automatic Generation of
Educational Web Pages', in Proceedings of Internet as a Vehicle for
Teaching Workshop, Ilieni, June 1997, pp.141-148, See also
http://rilw.emp.paed.uni-muenchen.de/99/papers/Trausan.html
Trausan-Matu, St. (2000) 'Metaphor Processing for Learning
Terminology on the Web', in S.A.Cerri (ed.), Artificial Intelligence,
Methodology, Systems, Applications 2000, Springer-Verlag, ISBN 3-
540-41044-9, pp.232-241.
Gerhard Weber and Marcus Specht, User Modeling and Adaptive
Navigation Support, in WWW-based Tutoring Systems,
http://www.psychologie.uni-trier.de:8000/projects/ELM/Papers/UM97-
WEBER.html - (ELM-ART)
J. Vassilieva, http://julita.usask.ca/homepage/AIED'97.ps - (DCG)
Louis Weitzman, Kent Wittenburg, Grammar-Based Articulation for
Multimedia Document Design, Multimedia Systems CACM (1996) 4, pp.
99-111
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