A semantic web services-based infrastructure for context-adaptive process support

Current technologies aimed at supporting processes whether it is a business or learning process - primarily follow a metadata- and data-centric paradigm. Whereas process metadata is usually based on a specific standard specification - such as the Business Process Modeling Notation (BPMN) or the IMS Learning Design Standard - the allocation of resources is done manually at design-time, and the used data is often specific to one process context only. These facts limit the reusability of process models across different standards and contexts. To overcome these issues, we introduce an innovative Semantic Web Service-based framework aimed at changing the current paradigm to a context-adaptive service-oriented approach. Following the idea of layered semantic abstractions, our approach supports the development of abstract semantic process model - reusable across different contexts and standards - that enables a dynamic adaptation to specific actor needs and objectives. To illustrate the application of our framework and establish its feasibility, we describe a prototypical application in the E-Learning domain

Fuzzy context adaptation through conceptual situation spaces

Context-adaptive information systems (IS) are highly desired across several application domains and usually rely on matching a particular real-world situation to a finite set of predefined situation parameters. To represent context parameters, semantic and non-semantic representation standards are widely used. However, describing the complex and diverse notion of specific situations is costly and may never reach semantic completeness. Whereas not any situation parameter completely equals another, the number of (predefined) representations of situation parameters is finite. Moreover, following symbolic representation approaches leads to ambiguity issues and does not entail semantic meaningfulness. Consequently, the challenge is to enable fuzzy matchmaking methodologies to match real-world situation characteristics to a finite set of predefined situation descriptions. In this paper, we propose conceptual situation spaces (CSS) which enable the description of situation characteristics as members in geometrical vector spaces following the idea of conceptual spaces. Consequently, fuzzy matchmaking is supported by calculating the semantic similarity between the current situation and prototypical situation descriptions in terms of their Euclidean distance within a CSS. Aligning CSS to existing symbolic representation standards, enables the automatic matchmaking between real-world situation characteristics and symbolic parameter representations. To prove the feasibility, we apply our approach to the domain of e-learning

Context-aware Process Management for the Software Engineering Domain

Historically, software development projects are challenged with problems concerning budgets, deadlines and the quality of the produced software. Such problems have various causes like the high number of unplanned activities and the operational dynamics present in this domain. Most activities are knowledge-intensive and require collaboration of various actors. Additionally, the produced software is intangible and therefore difficult to measure. Thus, software producers are often insufficiently aware of the state of their source code, while suitable software quality measures are often applied too late in the project lifecycle, if at all. Software development processes are used by the majority of software companies to ensure the quality and reproducibility of their development endeavors. Typically, these processes are abstractly defined utilizing process models. However, they still need to be interpreted by individuals and be manually executed, resulting in governance and compliance issues. The environment is sufficiently dynamic that unforeseen situations can occur due to various events, leading to potential aberrations and process governance issues. Furthermore, as process models are implemented manually without automation support, they impose additional work for the executing humans. Their advantages often remain hidden as aligning the planned process with reality is cumbersome. In response to these problems, this thesis contributes the Context-aware Process Management (CPM) framework. The latter enables holistic and automated support for software engineering projects and their processes. In particular, it provides concepts for extending process management technology to support software engineering process models in their entirety. Furthermore, CPM contributes an approach to integrate the enactment of the process models better with the real-world process by introducing a set of contextual extensions. Various events occurring in the course of the projects can be utilized to improve process support and activities outside the realm of the process models can be covered. That way, the continuously growing divide between the plan and reality that often occurs in software engineering projects can be avoided. Finally, the CPM framework comprises facilities to better connect the software engineering process with other important aspects and areas of software engineering projects. This includes automated process-oriented support for software quality management or software engineering knowledge management. The CPM framework has been validated by a prototypical implementation, various sophisticated scenarios, and its practical application at two software companies

Flexible virtual learning environments: a schema-driven approach using sematic web concepts

Flexible e-Iearning refers to an intelligent educational mechanism that focuses on simulating and improving traditional education as far as possible on the Web by integrating various electronic approaches, technologies, and equipment. This mechanism aims to promote the personalized development and management of e-learning Web services and applications. The main value of this method is that it provides high-powered individualization in pedagogy for students and staff.Here, the thesis mainly studied three problems in meeting the practical requirements of users in education. The first question is how a range of teaching styles (e.g. command and guided discovery) can be supported. The second one is how varieties of instructional processes can be authored. The third question is how these processes can be controlled by learners and educators in terms of their personalized needs during the execution of instruction.In this research, through investigating the existing e-Iearning approaches and technologies, the main technical problems of current virtual learning environments (VLEs) were analyzed. Next, by using the Semantic Web concepts as well as relevant standards, a schema-driven approach was created. This method can support users' individualized operations in the Web-based education. Then, a flexible e-learning system based on the approach was designed and implemented to map a range of extensive didactic paradigms. Finally, a case study was completed to evaluate the research results. The main findings of the assessment were that the flexible VLE implemented a range of teaching styles and the personalized creation and control of educational processes