A Formal Model of Metaphor in Frame Semantics

A formal model of metaphor is introduced. It models metaphor, first, as an interaction of “frames” according to the frame semantics, and then, as a wave function in Hilbert space. The practical way for a probability distribution and a corresponding wave function to be assigned to a given metaphor in a given language is considered. A series of formal definitions is deduced from this for: “representation”, “reality”, “language”, “ontology”, etc. All are based on Hilbert space. A few statements about a quantum computer are implied: The sodefined reality is inherent and internal to it. It can report a result only “metaphorically”. It will demolish transmitting the result “literally”, i.e. absolutely exactly. A new and different formal definition of metaphor is introduced as a few entangled wave functions corresponding to different “signs” in different language formally defined as above. The change of frames as the change from the one to the other formal definition of metaphor is interpreted as a formal definition of thought. Four areas of cognition are unified as different but isomorphic interpretations of the mathematical model based on Hilbert space. These are: quantum mechanics, frame semantics, formal semantics by means of quantum computer, and the theory of metaphor in linguistics

The evolution of a cooperative work framework for e-Learning

This paper details the evolution of a Framework for e-Learning, to a Cooperative Work Framework for e-Learning, as presented at the IASK conference (Graham 2008a) and annotated accordingly. It begins by discussing the development of the original Framework for e-Learning, and how this study resulted in a further study investigating whether the use of Blended Learning could fulfill or at least accommodate some of the human requirements presently neglected by current e-Learning systems as identified by the original Framework. This second study evaluated an in-house system: Teachmat, and discussed how the use of Blended Learning had become increasingly prevalent as a result of the enhancement and expansion of Teachmat. It looked at the employment of Blended Learning and Teachmat’s relationship to human and pedagogical issues, as well as both the positive and negative implications of this reality. PESTE factors from Sociology were then applied to appraise the adoption of e-Learning, leading to the proposal of PESTE factors for educational software and e-Learning in particular. Finally, the study evolved to reconsider e-Learning in relation to a Cooperative Work Framework, revealing critical weakness in the fundamental nature of e-Learning and its consequent propensity for failure

An aesthetics of touch: investigating the language of design relating to form

How well can designers communicate qualities of touch? This paper presents evidence that they have some capability to do so, much of which appears to have been learned, but at present make limited use of such language. Interviews with graduate designer-makers suggest that they are aware of and value the importance of touch and materiality in their work, but lack a vocabulary to fully relate to their detailed explanations of other aspects such as their intent or selection of materials. We believe that more attention should be paid to the verbal dialogue that happens in the design process, particularly as other researchers show that even making-based learning also has a strong verbal element to it. However, verbal language alone does not appear to be adequate for a comprehensive language of touch. Graduate designers-makers’ descriptive practices combined non-verbal manipulation within verbal accounts. We thus argue that haptic vocabularies do not simply describe material qualities, but rather are situated competences that physically demonstrate the presence of haptic qualities. Such competencies are more important than groups of verbal vocabularies in isolation. Design support for developing and extending haptic competences must take this wide range of considerations into account to comprehensively improve designers’ capabilities

Informaticology: combining Computer Science, Data Science, and Fiction Science

Motivated by an intention to remedy current complications with Dutch terminology concerning informatics, the term informaticology is positioned to denote an academic counterpart of informatics where informatics is conceived of as a container for a coherent family of practical disciplines ranging from computer engineering and software engineering to network technology, data center management, information technology, and information management in a broad sense. Informaticology escapes from the limitations of instrumental objectives and the perspective of usage that both restrict the scope of informatics. That is achieved by including fiction science in informaticology and by ranking fiction science on equal terms with computer science and data science, and framing (the study of) game design, evelopment, assessment and distribution, ranging from serious gaming to entertainment gaming, as a chapter of fiction science. A suggestion for the scope of fiction science is specified in some detail. In order to illustrate the coherence of informaticology thus conceived, a potential application of fiction to the ontology of instruction sequences and to software quality assessment is sketched, thereby highlighting a possible role of fiction (science) within informaticology but outside gaming

Volume 17, Number 1, March 1997 OLAC Newsletter

Digitized March 1997 issue of the OLAC Newsletter

Mentoring in the Department of Access Services at the National Technical Institute for the Deaf

Not provided

2002-2004 Course Catalog

2002-2004 Course Catalo

Inclusive Intelligent Learning Management System Framework

Machado, D. S-M., & Santos, V. (2023). Inclusive Intelligent Learning Management System Framework. International Journal of Automation and Smart Technology, 13(1), [2423]. https://doi.org/10.5875/ausmt.v13i1.2423The article finds context and the current state of the art in a systematic literature review on intelligent systems employing PRISMA Methodology which is complemented with narrative literature review on disabilities, digital accessibility and legal and standards context. The main conclusion from this review was the existing gap between the available knowledge, standards, and law and what is put into practice in higher education institutions in Portugal. Design Science Research Methodology was applied to output an Inclusive Intelligent Learning Management System Framework aiming to help higher education professors to share accessible pedagogic content and deliver on-line and presential classes with a high level of accessibility for students with different types of disabilities, assessing the uploaded content with Web content Accessibility Guidelines 3.0, clustering students according to their profile, conscient feedback and emotional assessment during content consumption, applying predictive models and signaling students at risk of failing classes according to study habits and finally applying a recommender system. The framework was validated by a focus group to which experts in digital accessibility, information systems and a disabled PhD graduate.publishersversionpublishe