Utilising ontology-based modelling for learning content management

Learning content management needs to support a variety of open, multi-format Web-based software applications. We propose multidimensional, model-based semantic annotation as a way to support the management of access to and change of learning content. We introduce an information architecture model as the central contribution that supports multi-layered learning content structures. We discuss interactive query access, but also change management for multi-layered learning content management. An ontology-enhanced traceability approach is the solution

Pando: Personal Volunteer Computing in Browsers

The large penetration and continued growth in ownership of personal electronic devices represents a freely available and largely untapped source of computing power. To leverage those, we present Pando, a new volunteer computing tool based on a declarative concurrent programming model and implemented using JavaScript, WebRTC, and WebSockets. This tool enables a dynamically varying number of failure-prone personal devices contributed by volunteers to parallelize the application of a function on a stream of values, by using the devices' browsers. We show that Pando can provide throughput improvements compared to a single personal device, on a variety of compute-bound applications including animation rendering and image processing. We also show the flexibility of our approach by deploying Pando on personal devices connected over a local network, on Grid5000, a French-wide computing grid in a virtual private network, and seven PlanetLab nodes distributed in a wide area network over Europe.Comment: 14 pages, 12 figures, 2 table

Adaptive development and maintenance of user-centric software systems

A software system cannot be developed without considering the various facets of its environment. Stakeholders – including the users that play a central role – have their needs, expectations, and perceptions of a system. Organisational and technical aspects of the environment are constantly changing. The ability to adapt a software system and its requirements to its environment throughout its full lifecycle is of paramount importance in a constantly changing environment. The continuous involvement of users is as important as the constant evaluation of the system and the observation of evolving environments. We present a methodology for adaptive software systems development and maintenance. We draw upon a diverse range of accepted methods including participatory design, software architecture, and evolutionary design. Our focus is on user-centred software systems

Template-driven teacher modelling approach : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Science in Information Science at Massey University, Palmerston North

This thesis describes the Template-driven Teacher Modeling Approach, the initial implementation of the template server and the formative evaluation on the prototype. The initiative of Template-driven teacher modeling is to integrate the template server and intelligent teacher models in Web-based education systems for course authoring. There are a number of key components in the proposed system: user interface, template server and content repository. The Template-Driven Teacher Modeling (TDTM) architecture supports the course authoring by providing higher degree of control over the generation of presentation. The collection of accumulated templates in the template repository for a teacher or a group of teachers are selected as the inputs for the inference mechanism in teacher's model to calculate the best representation of the teaching strategy, and then predict teacher intention when he or she interacts with the system. Moreover, the presentation templates are kept to support the re-use of the on-line content at the level of individual screens with the help of Template Server

Data mining technology for the evaluation of learning content interaction

Interactivity is central for the success of learning. In e-learning and other educational multimedia environments, the evaluation of interaction and behaviour is particularly crucial. Data mining – a non-intrusive, objective analysis technology – shall be proposed as the central evaluation technology for the analysis of the usage of computer-based educational environments and in particular of the interaction with educational content. Basic mining techniques are reviewed and their application in a Web-based third-level course environment is illustrated. Analytic models capturing interaction aspects from the application domain (learning) and the software infrastructure (interactive multimedia) are required for the meaningful interpretation of mining results

Evaluating the effectiveness of explanations for recommender systems : Methodological issues and empirical studies on the impact of personalization

Peer reviewedPostprin

The future of technology enhanced active learning – a roadmap

The notion of active learning refers to the active involvement of learner in the learning process, capturing ideas of learning-by-doing and the fact that active participation and knowledge construction leads to deeper and more sustained learning. Interactivity, in particular learnercontent interaction, is a central aspect of technology-enhanced active learning. In this roadmap, the pedagogical background is discussed, the essential dimensions of technology-enhanced active learning systems are outlined and the factors that are expected to influence these systems currently and in the future are identified. A central aim is to address this promising field from a best practices perspective, clarifying central issues and formulating an agenda for future developments in the form of a roadmap

Exploring Terms and Taxonomies Relating to the Cyber International Relations Research Field: or are "Cyberspace" and "Cyber Space" the same?

This project has at least two facets to it: (1) advancing the algorithms in the sub-field of bibliometrics often referred to as "text mining" whereby hundreds of thousands of documents (such as journal articles) are scanned and relationships amongst words and phrases are established and (2) applying these tools in support of the Explorations in Cyber International Relations (ECIR) research effort. In international relations, it is important that all the parties understand each other. Although dictionaries, glossaries, and other sources tell you what words/phrases are supposed to mean (somewhat complicated by the fact that they often contradict each other), they do not tell you how people are actually using them. As an example, when we started, we assumed that "cyberspace" and "cyber space" were essentially the same word with just a minor variation in punctuation (i.e., the space, or lack thereof, between "cyber" and "space") and that the choice of the punctuation was a rather random occurrence. With that assumption in mind, we would expect that the taxonomies that would be constructed by our algorithms using "cyberspace" and "cyber space" as seed terms would be basically the same. As it turned out, they were quite different, both in overall shape and groupings within the taxonomy. Since the overall field of cyber international relations is so new, understanding the field and how people think about (as evidenced by their actual usage of terminology, and how usage changes over time) is an important goal as part of the overall ECIR project