A schema-based P2P network to enable publish-subscribe for multimedia content in open hypermedia systems

Open Hypermedia Systems (OHS) aim to provide efficient dissemination, adaptation and integration of hyperlinked multimedia resources. Content available in Peer-to-Peer (P2P) networks could add significant value to OHS provided that challenges for efficient discovery and prompt delivery of rich and up-to-date content are successfully addressed. This paper proposes an architecture that enables the operation of OHS over a P2P overlay network of OHS servers based on semantic annotation of (a) peer OHS servers and of (b) multimedia resources that can be obtained through the link services of the OHS. The architecture provides efficient resource discovery. Semantic query-based subscriptions over this P2P network can enable access to up-to-date content, while caching at certain peers enables prompt delivery of multimedia content. Advanced query resolution techniques are employed to match different parts of subscription queries (subqueries). These subscriptions can be shared among different interested peers, thus increasing the efficiency of multimedia content dissemination

Knowledge-based System to Support Architectural Design. Intelligent objects, project net-constraints, collaborative work

The architectural design business is marked by a progressive increase in operators all cooperating towards the realization of building structures and complex infrastructures (Jenckes, 1997). This type of design implies the simulta-neous activity of specialists in different fields, often working a considerable dis-tance apart, on increasingly distributed design studies. Collaborative Architectural Design comprises a vast field of studies that em-braces also these sectors and problems. To mention but a few: communication among operators in the building and design sector; design process system logic architecture; conceptual structure of the building organism; building component representation; conflict identification and management; sharing of knowledge; and also, user interface; global evaluation of solutions adopted; IT definition of objects; inter-object communication (in the IT sense). The point of view of the research is that of the designers of the architectural arte-fact (Simon, 1996); its focus consists of the relations among the various design operators and among the latter and the information exchanged: the Building Objects. Its primary research goal is thus the conceptual structure of the building organ-ism for the purpose of managing conflicts and developing possible methods of resolving them

Epistemic and Social Scripts in Computer-Supported Collaborative Learning

Collaborative learning in computer-supported learning environments typically means that learners work on tasks together, discussing their individual perspectives via text-based media or videoconferencing, and consequently acquire knowledge. Collaborative learning, however, is often sub-optimal with respect to how learners work on the concepts that are supposed to be learned and how learners interact with each other. Therefore, instructional support needs to be implemented into computer-supported collaborative learning environments. One possibility to improve collaborative learning environments is to conceptualize scripts that structure epistemic activities and social interactions of learners. In this contribution, two studies will be reported that investigated the effects of epistemic and social scripts in a text-based computer-supported learning environment and in a videoconferencing learning environment in order to foster the individual acquisition of knowledge. In each study the factors "epistemic script" and "social script" have been independently varied in a 2×2-factorial design. 182 university students of Educational Science participated in these two studies. Results of both studies show that social scripts can be substantially beneficial with respect to the individual acquisition of knowledge, whereas epistemic scripts apparently do not lead to the expected effects.Unter kooperativem Lernen in computerunterstützten Lernumgebungen versteht man typischerweise, dass Lernende Wissen erwerben indem sie gemeinsam Aufgaben bearbeiten und dabei ihre individuellen Perspektiven mittels textbasierter Medien oder in Videokonferenzen diskutieren. Kooperatives Lernen scheint aber häufig suboptimal zu sein in Bezug auf die inhaltliche Bearbeitung der zu lernenden Konzepte sowie hinsichtlich der sozialen Interaktionen der Lernenden. Eine Möglichkeit kooperative Lernumgebungen zu verbessern besteht darin, Skripts zu konzeptualisieren, die epistemische Aktivitäten und soziale Interaktionen von Lernenden unterstützen. In diesem Beitrag werden zwei Studien berichtet, die die Wirkungen epistemischer und sozialer Skripts auf den individuellen Wissenserwerb in einer text- bzw. einer videobasierten computerunterstützten Lernumgebung untersuchen. In beiden Studien wurden die Faktoren "epistemisches Skript" und "soziales Skript" unabhängig voneinander in einem 2×2-faktoriellen Design miteinander variiert. 182 Studierende der Pädagogik der LMU München nahmen an diesen beiden Studien teil. Die Ergebnisse beider Studien deuten darauf hin, dass soziale Skripts individuellen Wissenserwerb substanziell fördern können, während epistemische Skripts scheinbar nicht zu den erwarteten Ergebnissen führen

STIMULATING DIGITAL LITERACY PARTICIPATIONS’ FRAMEWORKS: INNOVATIVE AND COLLABORATIVE LANGUAGE PROJECTS

This paper highlights educators’ innovativeness as digital participants and facilitators adapting themselves in current global educational changes as upshots of technological fusion that influences instructional variation for learners’ real–world. It is perceived that teachers’ flexibility to evolving trends in current instructions is crucial. It is fundamentally a structured expository concept on teachers and students’ development reinforced by theories and researches’ investigated outcomes toward the challenges of emerging pedagogic phenomena sustained by model project- tasks designed for innovative, collaborative and digital literacy participations. This inquisition attempts to respond to the succeeding inquiries: Why do educators innovate in the 21st century? Is professional development necessary to situate contemporary learning? What are the roles of technology and digital literacy for innovative and collaborative instructions? What are the features of digital literacy and digital participations and how do participants pragmatically engage? What are some collaborative and innovative projects that define digital participations? Are these tasks sustained by current and duly sanctioned educational principles and frameworks? Do these tasks conform to the scope of integrated digital literacy taxonomy framework? Do the framework and principles produce practical assessment of outcomes to improve future project-based tasks? An empirical investigation is recommended to test the significance and correlation among students’ project performance towards their attitudes and efficacy on digital literacy.  Article visualizations

Epistemic and social scripts in computer-supported collaborative learning

Collaborative learning in computer-supported learning environments typically means that learners work on tasks together, discussing their individual perspectives via text-based media or videoconferencing, and consequently acquire knowledge. Collaborative learning, however, is often sub-optimal with respect to how learners work on the concepts that are supposed to be learned and how learners interact with each other. One possibility to improve collaborative learning environments is to conceptualize epistemic scripts, which specify how learners work on a given task, and social scripts, which structure how learners interact with each other. In this contribution, two studies will be reported that investigated the effects of epistemic and social scripts in a text-based computer-supported learning environment and in a videoconferencing learning environment in order to foster the individual acquisition of knowledge. In each study the factors ‘epistemic script’ and ‘social script’ have been independently varied in a 2×2-factorial design. 182 university students of Educational Science participated in these two studies. Results of both studies show that social scripts can be substantially beneficial with respect to the individual acquisition of knowledge, whereas epistemic scripts apparently do not to lead to the expected effects

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

Web Engineering: An Assessment of Empirical Research

Web engineering is the process used to create high-quality Web-based systems and applications that deliver a complex array of content and functionality to a broad population of end-users. As Web Engineering continues to grow in popularity with practitioners and academics alike, so far, there hasn\u27t been any assessment of its accumulated body of knowledge in terms of academic research. Because Web engineering was established as a new discipline some five years ago, it is perhaps time to take stock of the efforts made in this field. Using the Web Engineering Process Model developed by Pressman, this paper organizes and map progress made so far. The results suggest a significant need for theory-based research in Web Engineering. The paper discusses some of the managerial and research implications of the findings

Extensible Modeling and Simulation Framework (XMSF) Opportunities for Web-Based Modeling and Simulation

Technical Opportunities Workshop Whitepaper, 14 June 2002Purpose: As the Department of Defense (DoD) is engaged in both warfighting and institutional transformation for the new millennium, DoD Modeling & Simulation (M&S) also needs to identify and adopt transformational technologies which provide direct tactical relevance to warfighters. Because the only software systems that composably scale to worldwide scope utilize the World Wide Web, it is evident that an extensible Web-based framework shows great promise to scale up the capabilities of M&S systems to meet the needs of training, analysis, acquisition, and the operational warfighter. By embracing commercial web technologies as a shared-communications platform and a ubiquitous-delivery framework, DoD M&S can fully leverage mainstream practices for enterprise-wide software development

Formative E-Assessment of Schema Acquisition in the Human Lexicon as a Tool in Adaptive Online Instruction

This chapter presents a comprehensive method of implementing e-assessment in adaptive e-instruction systems. Specifically, a neural net classifier capable of discerning whether a student has integrated new schema-related concepts from course content into her/his lexicon is used by an expert system with a database containing natural mental representations from course content obtained from students and teachers for adapting e-instruction. Mental representation modeling is used to improve student modeling. Implications for adaptive hypermedia systems and hypertext-based instructions are discussed. Furthermore, it is argued that the current research constitutes a new cognitive science empirical direction to evaluate knowledge acquisition based on meaning information