Drawing OWL 2 ontologies with Eddy the editor

In this paper we introduce Eddy, a new open-source tool for the graphical editing of OWL~2 ontologies. Eddy is specifically designed for creating ontologies in Graphol, a completely visual ontology language that is equivalent to OWL~2. Thus, in Eddy ontologies are easily drawn as diagrams, rather than written as sets of formulas, as commonly happens in popular ontology design and engineering environments. This makes Eddy particularly suited for usage by people who are more familiar with diagramatic languages for conceptual modeling rather than with typical ontology formalisms, as is often required in non-academic and industrial contexts. Eddy provides intuitive functionalities for specifying Graphol diagrams, guarantees their syntactic correctness, and allows for exporting them in standard OWL 2 syntax. A user evaluation study we conducted shows that Eddy is perceived as an easy and intuitive tool for ontology specification

Getting From Here to There in Resistricting Reform

This symposium has been largely devoted to whether and how we ought to reform our districting process. Today I want to talk about a related but often neglected question: if we are serious about reform, how do we make it happen? I will thus set aside some of the important normative and practical questions associated with what kind of redistricting reform we should pursue and focus instead on how to get from here to there. As we think about getting redistricting reform passed, we ought to ask ourselves three questions. First, what should our goals be during the 2010 cycle? Second, moving from principle to practice, what specifically can we do to promote reform during this period? Third, if we succeed in getting some traction with reform post-2010, what kind of reform proposals should we push

Universal Resource Lifecycle Management

This paper presents a model and a tool that allows Web users to define, execute, and manage lifecycles for any artifact available on the Web. In the paper we show the need for lifecycle management of Web artifacts, and we show in particular why it is important that non-programmers are also able to do this. We then discuss why current models do not allow this, and we present a model and a system implementation that achieves lifecycle management for any URI-identifiable and accessible object. The most challenging parts of the work lie in the definition of a simple but universal model and system (and in particular in allowing universality and simplicity to coexist) and in the ability to hide from the lifecycle modeler the complexity intrinsic in having to access and manage a variety of resources, which differ in nature, in the operations that are allowed on them, and in the protocols and data formats required to access them

TechNews digests: Jan - Nov 2008

TechNews is a technology, news and analysis service aimed at anyone in the education sector keen to stay informed about technology developments, trends and issues. TechNews focuses on emerging technologies and other technology news. TechNews service : digests september 2004 till May 2010 Analysis pieces and News combined publish every 2 to 3 month

Emerging from the MIST: A Connector Tool for Supporting Programming by Non-programmers

Software development is an iterative process. As user re-quirements emerge software applications must be extended to support the new requirements. Typically, a programmer will add new code to an existing code base of an application to provide a new functionality. Previous research has shown that such extensions are easier when application logic is clearly separated from the user interface logic. Assuming that a programmer is already familiar with the existing code base, the task of writing the new code can be considered to be split into two sub-tasks: writing code for the application logic; that is, the actual functionality of the application; and writing code for the user interface that will expose the functionality to the end user. The goal of this research is to reduce the effort required to create a user interface once the application logic has been created, toward supporting scientists with minimal pro-gramming knowledge to be able to create and modify pro-grams. Using a Model View Controller based architecture, various model components which contain the application logic can be built and extended. The process of creating and extending the views (user interfaces) on these model components is simplified through the use of our Malleable Interactive Software Toolkit (MIST), a tool set an infrastructure intended to simplify the design and extension of dynamically reconfigurable interfaces. This paper focuses on one tool in the MIST suite, a connec-tor tool that enables the programmer to evolve the user interface as the application logic evolves by connecting related pieces of code together; either through simple drag-and-drop interactions or through the authoring of Python code. The connector tool exemplifies the types of tools in the MIST suite, which we expect will encourage collabora-tive development of applications by allowing users to inte-grate various components and minimizing the cost of de-veloping new user interfaces for the combined compo-nents

The Universal Primer - An open source solution for archiving, organizing and streaming live lectures

Many disparate projects providing open access to educational videos are currently available or under development. These projects lack a unifying interface for accessing content, employ differing content licenses, and provide little or no infrastructure for user-contribution or live teaching. The goal of the Universal Primer is to address these problems, and allow anyone, anywhere, to teach or learn anything that can be reasonably taught or learned through a computer. The Universal Primer is : • A fully open source solution for streaming live lectures. • A Wikipedia-like website for uploading and organizing open-licensed community-contributed educational material. Relevance: The Universal Primer is an attempt at building a global educational network that allows teacher's and students to connect across the globe. Submission Category: CDIO Project demonstration session Keywords – online, video, streaming, community, open-sourc

Wikis supporting authentic, collaborative activities: lessons from distance education

The Open University delivers distance learning to its students. Traditionally, its students work independently of each other. Looking to enhance their students learning, two postgraduate courses have introduced authentic, collaborative activities. This is easier to achieve now because of the availability of wikis: a lightweight, web-based collaborative authoring environment. This paper examines the effect of the wikis’ functionality on the students’ use of the tool, and the consequences for the students’ engagement with the activities and learning opportunities. This is a relatively large scale study involving 56 wikis produced by over 250 students. The data was drawn from the two courses using a variety of methods. A qualitative inductive analysis was used to look for emergent themes. These were validated by cross referencing, to match recorded comments with wiki content. We found that the limited functionality of wikis influenced how students engaged with the collaborative activities. While all groups were able to collaboratively author the documents required for assessment, they were not always produced in the way intended by the course teams. This meant the expected benefits of collaborative learning were not always realised. This paper will be of interest to academics aspiring to employ wikis on their courses and to practitioners who wish to realise the potential of wikis in facilitating information sharing and fostering collaboration within teams

Wikis supporting authentic, collaborative activities: lessons in usability

The Open University delivers distance learning to its students. Traditionally, its students work independently of each other. Looking to enhance their students learning, two postgraduate courses have introduced authentic, collaborative activities. This is easier to achieve now because of the availability of wikis: a lightweight, web-based collaborative authoring environment. This paper examines the effect of the wikis’ functionality on the students’ use of the tool, and the consequences for the students’ engagement with the activities and learning opportunities. This is a relatively large scale study involving 56 wikis produced by over 250 students. The data was drawn from the two courses using a variety of methods. A qualitative inductive analysis was used to look for emergent themes. These were validated by cross referencing, to match recorded comments with wiki content. We found that the limited functionality of wikis influenced how students engaged with the collaborative activities. While all groups were able to collaboratively author the documents required for assessment, they were not always produced in the way intended by the course teams. This meant the expected benefits of collaborative learning were not always realised. This paper will be of interest to academics aspiring to employ wikis on their courses and to practitioners who wish to realise the potential of wikis in facilitating information sharing and fostering collaboration within teams

Enhancing Moodle to meet the needs of 200,000 distance learners

In 2005 The Open University UK selected Moodle as the basis of its institutional virtual learning environment. Since then, the system has been integrated with existing elearning and administrative systems at the University and considerably enhanced during an extensive development programme costing around €8m and taking nearly three years. Many policy issues have emerged which needed to be tackled alongside the software developments in order for the platform to be adopted by the 7,000 tutors and nearly 200,000 students of the University. The Moodle system has proven to be reliable, scalable and customisable and has resulted in a more flexible system for the Open University than the commercial alternatives. This paper examines some of the many enhancements made to Moodle by the Open University, most of which have been fed back into the product for the benefit of other Moodle users. It describes some of the policy and pedagogical issues which have emerged during the roll-out of Moodle across the University