Education Unleashed: Participatory Culture, Education, and Innovation in Second Life

Part of the Volume on the Ecology of Games: Connecting Youth, Games, and LearningWhile virtual worlds share common technologies and audiences with games, they possess many unique characteristics. Particularly when compared to massively multiplayer online role-playing games, virtual worlds create very different learning and teaching opportunities through markets, creation, and connections to the real world, and lack of overt game goals. This chapter aims to expose a wide audience to the breadth and depth of learning occurring within Second Life (SL). From in-world classes in the scripting language to mixed-reality conferences about the future of broadcasting, a tremendous variety of both amateurs and experts are leveraging SL as a platform for education. In one sense, this isn't new since every technology is co-opted by communities for communication, but SL is different because every aspect of it was designed to encourage this co-opting, this remixing of the virtual and the real

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

Building Collaborative Capacities in Learners: The M/cyclopedia Project Revisited

In this paper we trace the evolution of a project using a wiki-based learning environment in a tertiary education setting. The project has the pedagogical goal of building learners’ capacities to work effectively in the networked, collaborative, creative environments of the knowledge economy. The paper explores the four key characteristics of a ‘produsage’ environment and identifies four strategic capacities that need to be developed in learners to be effective ‘produsers’ (user-producers). A case study is presented of our experiences with the subject New Media Technologies, run at Queensland University of Technology, Brisbane, Australia. This progress report updates our observations made at the 2005 WikiSym conference

The Cognitive Atlas: Employing Interaction Design Processes to Facilitate Collaborative Ontology Creation

The Cognitive Atlas is a collaborative knowledge-building project that aims to develop an ontology that characterizes the current conceptual framework among researchers in cognitive science and neuroscience. The project objectives from the beginning focused on usability, simplicity, and utility for end users. Support for Semantic Web technologies was also a priority in order to support interoperability with other neuroscience projects and knowledge bases. Current off-the-shelf semantic web or semantic wiki technologies, however, do not often lend themselves to simple user interaction designs for non-technical researchers and practitioners; the abstract nature and complexity of these systems acts as point of friction for user interaction, inhibiting usability and utility. Instead, we take an alternate interaction design approach driven by user centered design processes rather than a base set of semantic technologies. This paper reviews the initial two rounds of design and development of the Cognitive Atlas system, including interactive design decisions and their implementation as guided by current industry practices for the development of complex interactive systems

TiFi: Taxonomy Induction for Fictional Domains [Extended version]

Taxonomies are important building blocks of structured knowledge bases, and their construction from text sources and Wikipedia has received much attention. In this paper we focus on the construction of taxonomies for fictional domains, using noisy category systems from fan wikis or text extraction as input. Such fictional domains are archetypes of entity universes that are poorly covered by Wikipedia, such as also enterprise-specific knowledge bases or highly specialized verticals. Our fiction-targeted approach, called TiFi, consists of three phases: (i) category cleaning, by identifying candidate categories that truly represent classes in the domain of interest, (ii) edge cleaning, by selecting subcategory relationships that correspond to class subsumption, and (iii) top-level construction, by mapping classes onto a subset of high-level WordNet categories. A comprehensive evaluation shows that TiFi is able to construct taxonomies for a diverse range of fictional domains such as Lord of the Rings, The Simpsons or Greek Mythology with very high precision and that it outperforms state-of-the-art baselines for taxonomy induction by a substantial margin

ConceptMapWiki - a collaborative framework for agglomerating pedagogical knowledge

We propose a new educational framework,ConceptMapWiki, that is a wiki representing pedagogicalknowledge with a collection of concept maps which iscollaboratively created, edited and browsed. The learners andeducators provide complementing contribution to evolvingshared knowledge structures that are stored in a relationaldatabase forming together inter-connected overlappingontologies. Every contribution is stored supplied with timestamps and a user profile enabling to analyze maturing ofknowledge according to various learner-driven criteria.Pedagogically motivated learning paths can be collaborativelydefined and evaluated, and educational games can beincorporated based on browsing and editing concept maps.The proposed framework is believed to be the first wikiarchitecture of it's kind, designed for personalized learningwith an evolving knowledge repository relying on adaptivevisual representations and sound pedagogical motivation.Initial experiments with a functional online prototype indicatepromising educational gain and suggest further research.Peer reviewe