413,003 research outputs found
Aspect-Oriented Programming
Aspect-oriented programming is a promising idea that can improve the quality of software by reduce the problem of code tangling and improving the separation of concerns. At ECOOP'97, the first AOP workshop brought together a number of researchers interested in aspect-orientation. At ECOOP'98, during the second AOP workshop the participants reported on progress in some research topics and raised more issues that were further discussed. \ud
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This year, the ideas and concepts of AOP have been spread and adopted more widely, and, accordingly, the workshop received many submissions covering areas from design and application of aspects to design and implementation of aspect languages
A Platform-independent Programming Environment for Robot Control
The development of robot control programs is a complex task. Many robots are
different in their electrical and mechanical structure which is also reflected
in the software. Specific robot software environments support the program
development, but are mainly text-based and usually applied by experts in the
field with profound knowledge of the target robot. This paper presents a
graphical programming environment which aims to ease the development of robot
control programs. In contrast to existing graphical robot programming
environments, our approach focuses on the composition of parallel action
sequences. The developed environment allows to schedule independent robot
actions on parallel execution lines and provides mechanism to avoid
side-effects of parallel actions. The developed environment is
platform-independent and based on the model-driven paradigm. The feasibility of
our approach is shown by the application of the sequencer to a simulated
service robot and a robot for educational purpose
Team Learning: A Theoretical Integration and Review
With the increasing emphasis on work teams as the primary architecture of organizational structure, scholars have begun to focus attention on team learning, the processes that support it, and the important outcomes that depend on it. Although the literature addressing learning in teams is broad, it is also messy and fraught with conceptual confusion. This chapter presents a theoretical integration and review. The goal is to organize theory and research on team learning, identify actionable frameworks and findings, and emphasize promising targets for future research. We emphasize three theoretical foci in our examination of team learning, treating it as multilevel (individual and team, not individual or team), dynamic (iterative and progressive; a process not an outcome), and emergent (outcomes of team learning can manifest in different ways over time). The integrative theoretical heuristic distinguishes team learning process theories, supporting emergent states, team knowledge representations, and respective influences on team performance and effectiveness. Promising directions for theory development and research are discussed
Open Programming Language Interpreters
Context: This paper presents the concept of open programming language
interpreters and the implementation of a framework-level metaobject protocol
(MOP) to support them. Inquiry: We address the problem of dynamic interpreter
adaptation to tailor the interpreter's behavior on the task to be solved and to
introduce new features to fulfill unforeseen requirements. Many languages
provide a MOP that to some degree supports reflection. However, MOPs are
typically language-specific, their reflective functionality is often
restricted, and the adaptation and application logic are often mixed which
hardens the understanding and maintenance of the source code. Our system
overcomes these limitations. Approach: We designed and implemented a system to
support open programming language interpreters. The prototype implementation is
integrated in the Neverlang framework. The system exposes the structure,
behavior and the runtime state of any Neverlang-based interpreter with the
ability to modify it. Knowledge: Our system provides a complete control over
interpreter's structure, behavior and its runtime state. The approach is
applicable to every Neverlang-based interpreter. Adaptation code can
potentially be reused across different language implementations. Grounding:
Having a prototype implementation we focused on feasibility evaluation. The
paper shows that our approach well addresses problems commonly found in the
research literature. We have a demonstrative video and examples that illustrate
our approach on dynamic software adaptation, aspect-oriented programming,
debugging and context-aware interpreters. Importance: To our knowledge, our
paper presents the first reflective approach targeting a general framework for
language development. Our system provides full reflective support for free to
any Neverlang-based interpreter. We are not aware of any prior application of
open implementations to programming language interpreters in the sense defined
in this paper. Rather than substituting other approaches, we believe our system
can be used as a complementary technique in situations where other approaches
present serious limitations
Organisational challenges of the semantic web in digital libraries: A Norwegian case study
This is the post-print version of the Article. The official published version can be accessed from the link below - Copyright @ 2009 Emerald Group Publishing LimitedPurpose – The purpose of this paper is to examine from a socio-technical point of view the impact of semantic web technology on the strategic, organisational and technological levels. The semantic web initiative holds great promise for the future for digital libraries. There is, however, a considerable gap in semantic web research between the contributions in the technological field and research in the organisational field. Design/methodology/approach – A comprehensive case study of the National Library of Norway (NL) is conducted, building on two major sources of information: the documentation of the digitising project of the NL; and interviews with nine different stakeholders at three levels of NL's organisation during June to August 2007. Top managers are interviewed on strategy, middle managers and librarians are interviewed regarding organisational issues and ICT professionals are interviewed on technology issues. Findings – The findings indicate that the highest impact will be at the organisational level. This is mainly because inter-organisational and cross-organisational structures have to be established to address the problems of ontology engineering, and a development framework for ontology engineering in digital libraries must be examined. Originality/value – ICT professionals and library practitioners should be more mindful of organisational issues when planning and executing semantic web projects in digital libraries. In particular, practitioners should be aware that the ontology engineering process and the semantic meta-data production will affect the entire organisation. For public digital libraries this probably will also call for a more open policy towards user groups to properly manage the process of ontology engineering
Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies
A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes—measured as the difference between treatment and control means, divided by the pooled standard deviation—was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K–12 students. In light of this small corpus, caution is required in generalizing to the K–12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education)
Effects of immersion in inquiry-based learning on student teachers’ educational beliefs
Professional development on inquiry-based learning (IBL) generally draws heavily on the principle of providing instruction in line with what teachers are expected to do in their classroom. So far, however, relatively little is known about how this impacts teachers' educational beliefs, even though these beliefs ultimately determine their classroom behavior. The present study therefore investigates how immersion in inquiry-based learning affects student teachers' beliefs about knowledge goals, in addition to their self-efficacy for inquiry. In total, 302 student history teachers participated in a 4-h long inquiry activity designed within the WISE learning environment, and completed a pre- and posttest right before and after the intervention. Multilevel analyses suggest that the intervention had a significant positive effect on the value that student teachers attributed to procedural knowledge goals, or learning how historical knowledge is constructed, and on student teachers' self-efficacy for conducting inquiries. Despite these general positive results, however, the results also show that the impact of the intervention differed significantly across students. In particular, it appears that immersion in IBL had little effect on a subgroup of 25 student-teachers, who held largely content-oriented beliefs. Based on these findings, the present study discusses a number of implications for professional development on IBL
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