A proposal of awareness services for the construction of quality community knowledge supported by the knowledge management system knowcat

The final publication is available at Springer via http://dx.doi.org/10.1007/978-3-642-02556-3_42Procceedings of Symposium on Human Interface 2009, Held as Part of HCI International 2009, San Diego, CA, USA, July 19-24, 2009, Part IIt is well known that members of work groups need awareness about one another, about shared elements, and about the group process. We present a generic framework of awareness services for groupware systems. The proposed approach has been tested through the implementation of a prototype composed by several awareness services for the Knowledge Management system called KnowCat. KnowCat is a groupware that supports the collaborative construction of quality community knowledge. We carried out a research study with a group of students enrolled in a graduate course at Universidad Autónoma de Madrid (Spain) to test our approach. The study outcomes corroborated that providing to the KnowCat users the most useful information about how the classmates have interacted with the system through the awareness services, can help them to know how they should solve their own work in the system and to be aware that they are working in a collaborative way.This research was partly funded by the Spanish National Plan of R+D, project number,TIN2008-02081/TIN; and by the AECI (Spanish Agency for the International Cooperation) project number A/017436/08

Knowledge Crystallisation Supported by the KnowCat System

This research was partly funded by the Spanish National Plan of R+D, project numbers: TIN2008-2081/TIN and TIN2011-24139; by the CAM (Autonomous Community of Madrid), project number: S2009/TIC-165

Propuesta metodológica para diseñar actividades de aprendizaje colaborativo gamificadas

The design of collaborative learning activities is a complex task, especially if one considers the need to include elements of gamificationto enhance collaboration. In this sense, a simple and well structured guide, easy to understand and use is required, in order to design activities toachieve real collaboration among students. This article provides a detailed review of methods to design collaborative systems and methods forimplementation of gamification in education, from which a model is proposed to design gamified collaborative learning activities.El diseño de actividades de aprendizaje colaborativo es una tarea compleja, máxime si se considera la necesidad de incluir elementos degamificación que potencien la colaboración. En tal sentido, se requiere una guía simple y bien estructurada, fácil de entender y utilizar, que permitadiseñar actividades de este tipo con el propósito de lograr una colaboración real entre los estudiantes. En este artículo se realiza una revisión detalladade diversos métodos para diseñar sistemas colaborativos, así como de métodos para la implementación de la gamificación en la educación, a partirde los cuales se propone un modelo para estructurar actividades de aprendizaje colaborativo enriquecidas con técnicas de gamificación

Mecanismos para la cristalización del conocimiento, una propuesta mediante un sistema de trabajo colaborativo

Tesis doctoral inédita leída en la Universidad Autónoma de Madrid,. Escuela Politécnica Superior, Departamento de Ingeniería Informática. Fecha de lectura: 17-09-200

Contextual Social Networking

The thesis centers around the multi-faceted research question of how contexts may be detected and derived that can be used for new context aware Social Networking services and for improving the usefulness of existing Social Networking services, giving rise to the notion of Contextual Social Networking. In a first foundational part, we characterize the closely related fields of Contextual-, Mobile-, and Decentralized Social Networking using different methods and focusing on different detailed aspects. A second part focuses on the question of how short-term and long-term social contexts as especially interesting forms of context for Social Networking may be derived. We focus on NLP based methods for the characterization of social relations as a typical form of long-term social contexts and on Mobile Social Signal Processing methods for deriving short-term social contexts on the basis of geometry of interaction and audio. We furthermore investigate, how personal social agents may combine such social context elements on various levels of abstraction. The third part discusses new and improved context aware Social Networking service concepts. We investigate special forms of awareness services, new forms of social information retrieval, social recommender systems, context aware privacy concepts and services and platforms supporting Open Innovation and creative processes. This version of the thesis does not contain the included publications because of copyrights of the journals etc. Contact in terms of the version with all included publications: Georg Groh, [email protected] zentrale Gegenstand der vorliegenden Arbeit ist die vielschichtige Frage, wie Kontexte detektiert und abgeleitet werden können, die dazu dienen können, neuartige kontextbewusste Social Networking Dienste zu schaffen und bestehende Dienste in ihrem Nutzwert zu verbessern. Die (noch nicht abgeschlossene) erfolgreiche Umsetzung dieses Programmes führt auf ein Konzept, das man als Contextual Social Networking bezeichnen kann. In einem grundlegenden ersten Teil werden die eng zusammenhängenden Gebiete Contextual Social Networking, Mobile Social Networking und Decentralized Social Networking mit verschiedenen Methoden und unter Fokussierung auf verschiedene Detail-Aspekte näher beleuchtet und in Zusammenhang gesetzt. Ein zweiter Teil behandelt die Frage, wie soziale Kurzzeit- und Langzeit-Kontexte als für das Social Networking besonders interessante Formen von Kontext gemessen und abgeleitet werden können. Ein Fokus liegt hierbei auf NLP Methoden zur Charakterisierung sozialer Beziehungen als einer typischen Form von sozialem Langzeit-Kontext. Ein weiterer Schwerpunkt liegt auf Methoden aus dem Mobile Social Signal Processing zur Ableitung sinnvoller sozialer Kurzzeit-Kontexte auf der Basis von Interaktionsgeometrien und Audio-Daten. Es wird ferner untersucht, wie persönliche soziale Agenten Kontext-Elemente verschiedener Abstraktionsgrade miteinander kombinieren können. Der dritte Teil behandelt neuartige und verbesserte Konzepte für kontextbewusste Social Networking Dienste. Es werden spezielle Formen von Awareness Diensten, neue Formen von sozialem Information Retrieval, Konzepte für kontextbewusstes Privacy Management und Dienste und Plattformen zur Unterstützung von Open Innovation und Kreativität untersucht und vorgestellt. Diese Version der Habilitationsschrift enthält die inkludierten Publikationen zurVermeidung von Copyright-Verletzungen auf Seiten der Journals u.a. nicht. Kontakt in Bezug auf die Version mit allen inkludierten Publikationen: Georg Groh, [email protected]

Glossarium BITri 2016 : Interdisciplinary Elucidation of Concepts, Metaphors, Theories and Problems Concerning Information

222 p.Terms included in this glossary recap some of the main concepts, theories, problems and metaphors concerning INFORMATION in all spheres of knowledge. This is the first edition of an ambitious enterprise covering at its completion all relevant notions relating to INFORMATION in any scientific context. As such, this glossariumBITri is part of the broader project BITrum, which is committed to the mutual understanding of all disciplines devoted to information across fields of knowledge and practic

Mecanismos de interacción centrados en recursos multimedia sobre entornos web sociales como modelos de aprendizaje activo a través de Internet

Tesis doctoral inédita leída en la Universidad Autónoma de Madrid, Escuela Politécnica Superior, Departamento de Ingeniería Informática. Fecha de lectura: 15-10-2015El fenómeno de la interacción se produce cuando dos o más entidades (personas u objetos) influyen mutuamente sobre su comportamiento a través de acciones recíprocas. Esta tesis utiliza este fenómeno como la base para la definición de una estrategia de aprendizaje activo a través de Internet. Para ello, se proponen tres tipos de mecanismos de interacción: interactividad, interacción social e interacción por autoría. Los mecanismos de interactividad se relacionan con las acciones entre las personas y los objetos de información, en las cuales se manipulan aspectos de presentación de los mensajes. Por otra parte, los mecanismos de interacción social se relacionan con los procesos de comunicación entre personas. Y finalmente, los mecanismos de interacción por autoría se relacionan con procesos de creación de nuevos objetos. Por otra parte, los contenidos multimedia y las tecnologías web sociales parecen configurar un escenario idóneo para el aprendizaje activo. Por una parte, la multimedia ofrece un formato versátil cuya popularidad crece con las capacidades de las redes de datos. Mientras tanto, los servicios basados en tecnologías web sociales fomentan una actitud más proactiva frente a la información. En consecuencia, estos dos elementos forman el contexto en cual esta tesis ha definido una estrategia de aprendizaje activo fundamenta en un método colaborativo centrado en la creación de objetos multimedia-interactivos. Este método es asistido por un entorno de aprendizaje multimedia desarrollado como parte de esta tesis, denominado Social Media Learning (SMLearning). SMLearning fue diseñado con una arquitectura de servicios abiertos que se integra con las plataformas de las redes sociales Facebook y YouTube. Asimismo, tuvo en cuenta los principios de diseño groupware que incluyen la gestión de información de conciencia (Awareness) y diversas interfaces para el análisis de datos. Además, para la definición de los objetos multimedia-interactivos se propuso un formato de documento XML que extiende la gramática del lenguaje SMIL (Synchronized Multimedia Integration Language) de la W3C. Finalmente, esta propuesta fue validada en diversos escenarios de aprendizaje real desarrollado durante tres cursos académicos (2011 a 2014). Estas experiencias fueron parte del desarrollo formal de asignaturas de grado y postgrado de la Escuela Politécnica Superior EPS de la Universidad Autónoma de Madrid. El primer caso contó con un tiempo de experiencia limitado a una semana y un alto número de participantes (135). El segundo caso contó con un tiempo de experiencia prolongado (11 semanas) y un número de participantes menor (entre 6 y 11 estudiantes). El análisis de estos casos se basa en la definición y aplicación de tres indicadores: satisfacción, simetría y consenso, en un enfoque de evaluación mixta, es decir, combinando diversos métodos y fuentes de datos. Los resultados obtenidos corroboran un impacto positivo de los mecanismos de interacción en el proceso de aprendizaje de los estudiantes, a través de una alta satisfacción. Además, el indicador de simetría demostró que existe reciprocidad en las acciones de los estudiantes durante la interacción social; en tanto que, el consenso corrobora la efectividad de los procesos de negociación reflejado en un aumento de la precisión del grupo en la evaluación de la calidad de los recursosThe interaction phenomenon is expected when people, objects or services are affected each other through reciprocal actions. This phenomenon is the basis of active learning which allows defining more effective teaching scenarios. In this context, this thesis defines and analyse three types of interaction mechanisms, named: interactivity, social interaction and interaction by design. The interactivity mechanisms support actions between people and information objects. Such mechanisms allow controlling the presentation aspects and the properties of these objects, constrained by predefined information. Moreover, the social interaction mechanisms support the communication processes between people. And finally, the interaction by design mechanisms supports creative processes, which allow creating new information. These mechanisms fit nicely in Internet sceneries through the multimedia content and social web technologies. In one hand, multimedia provides a versatile and attractive format what grows with the capabilities of data networks. In the other hand, social media services encourage a more proactive attitude towards the collaboration and the creation of content. This thesis takes advantage of this scenario and proposes a set of interaction mechanisms and defines a strategy of active learning supported by Web technologies. This strategy is based on a collaborative learning approach that guides the students toward the creation of multimedia-interactive objects. The definition of these objects is based on a new multimedia document format that extends the capabilities of interactivity defined in SMIL (Synchronized Multimedia Integration Language) proposed by the W3C. These mechanisms are supported by the multimedia learning environment defined in this thesis called Social Media Learning System (SMLearning). This system was designed with an open service architecture that integrates with social media platforms Facebook and YouTube. This model is a reference for creating social learning environments. Likewise, the development of this system took into account the principles of computer-supported collaborative learning, which includes the management of awareness and some UI interfaces related with learning analytics. Finally, this proposal was validated in several real learning cases which were carried out in three academic years (2011-2014). These experiences were integrated with regular courses in undergraduate and postgraduate programs (at the Escuela Politécnica Superior, Universidad Autónoma de Madrid) in two cases. In the first case, the experience time was limited to one week but there was a high number of participants (135). In the second case, the experiences have taken longer time (11 weeks) with a smaller number of participants (between 6 and 11 students). The analysis approach applied to these cases was based on three indicators: satisfaction, symmetry and consensus, which are supported by a mixed assessment methodology that combines several methods and data sources. The findings confirm the positive impact of the interaction mechanisms in the learning process through a high satisfaction. Also, the symmetry indicator showed that there is a high reciprocity in the actions of students during social interaction. Finally, the consensus indicator confirms the effectiveness of negotiation processes that was measured by the increase of group accuracy in the evaluation process of the quality of the resource

Interdisciplinary elucidation of concepts, metaphors, theories and problems concerning INFORMATION

Terms included in this glossary recap some of the main concepts, theories, problems and metaphors concerning INFORMATION in all spheres of knowledge. This is the first edition of an ambitious enterprise covering at its completion all relevant notions relating to INFORMATION in any scientific context. As such, this glossariumBITri is part of the broader project BITrum, which is committed to the mutual understanding of all disciplines devoted to information across fields of knowledge and practice. This glossary pretends to make explicit the conflicts and agreements among use and meaning of terms related to information phenomena. Information is approached from opposing paradigms and also from competing and cooperating disciplines. Both in science and in ordinary life, conceptual, ethical, technical and societal problems regard information in an essential way. This glossary does not endorse or presuppose any paradigm or any theory, but rather locates into a public, explicit and commonly understandable space some of the crucial assumptions dividing informational concepts, theories, problems and metaphors. Moreover, we purport to embrace all distinct paradigms with a critical and comprehensive attitude. The glossary is the result of an original methodology, which places any entrance under the responsibility of its editor. Authors possibly distinct from the editor contribute to different articles with texts, comments or discussions. Since authors come from many distinct fields of knowledge, each article should reflect many perspectival but rigorous approaches. The glossary is an open work: the number and contents of all its entrances are updated and submitted to revision by editors and authors. For this reason, this first edition is only a first step in the active development of this collaborative methodology. Any interested reader wishing to contribute, may contact the general editors. This glossary is most indebted to the enthusiasm and work of José María Díaz Nafría. The editorial team, authors and correctors thank the Universidad de León and Caja España for their support to this initiative