60,520 research outputs found
Towards Collaborative Conceptual Exploration
In domains with high knowledge distribution a natural objective is to create
principle foundations for collaborative interactive learning environments. We
present a first mathematical characterization of a collaborative learning
group, a consortium, based on closure systems of attribute sets and the
well-known attribute exploration algorithm from formal concept analysis. To
this end, we introduce (weak) local experts for subdomains of a given knowledge
domain. These entities are able to refute and potentially accept a given
(implicational) query for some closure system that is a restriction of the
whole domain. On this we build up a consortial expert and show first insights
about the ability of such an expert to answer queries. Furthermore, we depict
techniques on how to cope with falsely accepted implications and on combining
counterexamples. Using notions from combinatorial design theory we further
expand those insights as far as providing first results on the decidability
problem if a given consortium is able to explore some target domain.
Applications in conceptual knowledge acquisition as well as in collaborative
interactive ontology learning are at hand.Comment: 15 pages, 2 figure
Discovering the Impact of Knowledge in Recommender Systems: A Comparative Study
Recommender systems engage user profiles and appropriate filtering techniques
to assist users in finding more relevant information over the large volume of
information. User profiles play an important role in the success of
recommendation process since they model and represent the actual user needs.
However, a comprehensive literature review of recommender systems has
demonstrated no concrete study on the role and impact of knowledge in user
profiling and filtering approache. In this paper, we review the most prominent
recommender systems in the literature and examine the impression of knowledge
extracted from different sources. We then come up with this finding that
semantic information from the user context has substantial impact on the
performance of knowledge based recommender systems. Finally, some new clues for
improvement the knowledge-based profiles have been proposed.Comment: 14 pages, 3 tables; International Journal of Computer Science &
Engineering Survey (IJCSES) Vol.2, No.3, August 201
Enhancing knowledge management in online collaborative learning
This study aims to explore two crucial aspects of collaborative work and learning: on the one hand, the importance of enabling collaborative learning applications to capture and structure the information generated by group activity and, on the other hand, to extract the relevant knowledge in order to provide learners and tutors with efficient awareness, feedback and support as regards group performance and collaboration. To this end, in this paper we first propose a conceptual model for data analysis and management that identifies and classifies the many kinds of indicators that describe collaboration and learning into high-level aspects of collaboration. Then, we provide a computational platform that, at a first step, collects and classifies both the event information generated asynchronously from the users' actions and the labeled dialogues from the synchronous collaboration according to these indicators. This information is then analyzed in next steps to eventually extract and present to participants the relevant knowledge about the collaboration. The ultimate aim of this platform is to efficiently embed information and knowledge into collaborative learning applications. We eventually suggest a generalization of our approach to be used in diverse collaborative learning situations and domains
Collaboration in the Semantic Grid: a Basis for e-Learning
The CoAKTinG project aims to advance the state of the art in collaborative mediated spaces for the Semantic Grid. This paper presents an overview of the hypertext and knowledge based tools which have been deployed to augment existing collaborative environments, and the ontology which is used to exchange structure, promote enhanced process tracking, and aid navigation of resources before, after, and while a collaboration occurs. While the primary focus of the project has been supporting e-Science, this paper also explores the similarities and application of CoAKTinG technologies as part of a human-centred design approach to e-Learning
IMPROVING THE DEPENDABILITY OF DESTINATION RECOMMENDATIONS USING INFORMATION ON SOCIAL ASPECTS
Prior knowledge of the social aspects of prospective destinations can be very influential in making travel destination decisions, especially in instances where social concerns do exist about specific destinations. In this paper, we describe the implementation of an ontology-enabled Hybrid Destination Recommender System (HDRS) that leverages an ontological description of five specific social attributes of major Nigerian cities, and hybrid architecture of content-based and case-based filtering techniques to generate personalised top-n destination recommendations. An empirical usability test was conducted on the system, which revealed that the dependability of recommendations from Destination Recommender Systems (DRS) could be improved if the semantic representation of social
attributes information of destinations is made a factor in the destination recommendation process
Automatic detection of accommodation steps as an indicator of knowledge maturing
Jointly working on shared digital artifacts – such as wikis – is a well-tried method of developing knowledge collectively within a group or organization. Our assumption is that such knowledge maturing is an accommodation process that can be measured by taking the writing process itself into account. This paper describes the development of a tool that detects accommodation automatically with the help of machine learning algorithms. We applied a software framework for task detection to the automatic identification of accommodation processes within a wiki. To set up the learning algorithms and test its performance, we conducted an empirical study, in which participants had to contribute to a wiki and, at the same time, identify their own tasks. Two domain experts evaluated the participants’ micro-tasks with regard to accommodation. We then applied an ontology-based task detection approach that identified accommodation with a rate of 79.12%. The potential use of our tool for measuring knowledge maturing online is discussed
Improving Ontology Recommendation and Reuse in WebCORE by Collaborative Assessments
In this work, we present an extension of CORE [8], a tool for Collaborative Ontology Reuse and Evaluation. The system receives an informal description of a specific semantic domain and determines which ontologies from a repository are the most appropriate to describe the given domain. For this task, the environment is divided into three modules. The first component receives the problem description as a set of terms, and allows the user to refine and enlarge it using WordNet. The second module applies multiple automatic criteria to evaluate the ontologies of the repository, and determines which ones fit best the problem description. A ranked list of ontologies is returned for each criterion, and the lists are combined by means of rank fusion techniques. Finally, the third component uses manual user evaluations in order to incorporate a human, collaborative assessment of the ontologies. The new version of the system incorporates several novelties, such as its implementation as a web application; the incorporation of a NLP module to manage the problem definitions; modifications on the automatic ontology retrieval strategies; and a collaborative framework to find potential relevant terms according to previous user queries. Finally, we present some early experiments on ontology retrieval and evaluation, showing the benefits of our system
The Knowledge Life Cycle for e-learning
In this paper, we examine the semantic aspects of e-learning from both pedagogical and technological points of view. We suggest that if semantics are to fulfil their potential in the learning domain then a paradigm shift in perspective is necessary, from information-based content delivery to knowledge-based collaborative learning services. We propose a semantics driven Knowledge Life Cycle that characterises the key phases in managing semantics and knowledge, show how this can be applied to the learning domain and demonstrate the value of semantics via an example of knowledge reuse in learning assessment management
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