Toward a collective intelligence recommender system for education

The development of Information and Communication Technology (ICT), have revolutionized the world and have moved us into the information age, however the access and handling of this large amount of information is causing valuable time losses. Teachers in Higher Education especially use the Internet as a tool to consult materials and content for the development of the subjects. The internet has very broad services, and sometimes it is difficult for users to find the contents in an easy and fast way. This problem is increasing at the time, causing that students spend a lot of time in search information rather than in synthesis, analysis and construction of new knowledge. In this context, several questions have emerged: Is it possible to design learning activities that allow us to value the information search and to encourage collective participation?. What are the conditions that an ICT tool that supports a process of information search has to have to optimize the student's time and learning? This article presents the use and application of a Recommender System (RS) designed on paradigms of Collective Intelligence (CI). The RS designed encourages the collective learning and the authentic participation of the students. The research combines the literature study with the analysis of the ICT tools that have emerged in the field of the CI and RS. Also, Design-Based Research (DBR) was used to compile and summarize collective intelligence approaches and filtering techniques reported in the literature in Higher Education as well as to incrementally improving the tool. Several are the benefits that have been evidenced as a result of the exploratory study carried out. Among them the following stand out: • It improves student motivation, as it helps you discover new content of interest in an easy way. • It saves time in the search and classification of teaching material of interest. • It fosters specialized reading, inspires competence as a means of learning. • It gives the teacher the ability to generate reports of trends and behaviors of their students, real-time assessment of the quality of learning material. The authors consider that the use of ICT tools that combine the paradigms of the CI and RS presented in this work, are a tool that improves the construction of student knowledge and motivates their collective development in cyberspace, in addition, the model of Filltering Contents used supports the design of models and strategies of collective intelligence in Higher Education.Postprint (author's final draft

Metadata enrichment for digital heritage: users as co-creators

This paper espouses the concept of metadata enrichment through an expert and user-focused approach to metadata creation and management. To this end, it is argued the Web 2.0 paradigm enables users to be proactive metadata creators. As Shirky (2008, p.47) argues Web 2.0’s social tools enable “action by loosely structured groups, operating without managerial direction and outside the profit motive”. Lagoze (2010, p. 37) advises, “the participatory nature of Web 2.0 should not be dismissed as just a popular phenomenon [or fad]”. Carletti (2016) proposes a participatory digital cultural heritage approach where Web 2.0 approaches such as crowdsourcing can be sued to enrich digital cultural objects. It is argued that “heritage crowdsourcing, community-centred projects or other forms of public participation”. On the other hand, the new collaborative approaches of Web 2.0 neither negate nor replace contemporary standards-based metadata approaches. Hence, this paper proposes a mixed metadata approach where user created metadata augments expert-created metadata and vice versa. The metadata creation process no longer remains to be the sole prerogative of the metadata expert. The Web 2.0 collaborative environment would now allow users to participate in both adding and re-using metadata. The case of expert-created (standards-based, top-down) and user-generated metadata (socially-constructed, bottom-up) approach to metadata are complementary rather than mutually-exclusive. The two approaches are often mistakenly considered as dichotomies, albeit incorrectly (Gruber, 2007; Wright, 2007) . This paper espouses the importance of enriching digital information objects with descriptions pertaining the about-ness of information objects. Such richness and diversity of description, it is argued, could chiefly be achieved by involving users in the metadata creation process. This paper presents the importance of the paradigm of metadata enriching and metadata filtering for the cultural heritage domain. Metadata enriching states that a priori metadata that is instantiated and granularly structured by metadata experts is continually enriched through socially-constructed (post-hoc) metadata, whereby users are pro-actively engaged in co-creating metadata. The principle also states that metadata that is enriched is also contextually and semantically linked and openly accessible. In addition, metadata filtering states that metadata resulting from implementing the principle of enriching should be displayed for users in line with their needs and convenience. In both enriching and filtering, users should be considered as prosumers, resulting in what is called collective metadata intelligence

Evaluation of IoT-Based Computational Intelligence Tools for DNA Sequence Analysis in Bioinformatics

In contemporary age, Computational Intelligence (CI) performs an essential role in the interpretation of big biological data considering that it could provide all of the molecular biology and DNA sequencing computations. For this purpose, many researchers have attempted to implement different tools in this field and have competed aggressively. Hence, determining the best of them among the enormous number of available tools is not an easy task, selecting the one which accomplishes big data in the concise time and with no error can significantly improve the scientist's contribution in the bioinformatics field. This study uses different analysis and methods such as Fuzzy, Dempster-Shafer, Murphy and Entropy Shannon to provide the most significant and reliable evaluation of IoT-based computational intelligence tools for DNA sequence analysis. The outcomes of this study can be advantageous to the bioinformatics community, researchers and experts in big biological data

Word of Mouth, the Importance of Reviews and Ratings in Tourism Marketing

The Internet and social media have given place to what is commonly known as the democratization of content and this phenomenon is changing the way that consumers and companies interact. Business strategies are shifting from influencing consumers directly and induce sales to mediating the influence that Internet users have on each other. A consumer review is “a mixture of fact and opinion, impression and sentiment, found and unfound tidbits, experiences, and even rumor” (Blackshaw & Nazarro, 2006). Consumers' comments are seen as honest and transparent, but it is their subjective perception what shapes the behavior of other potential consumers. With the emergence of the Internet, tourists search for information and reviews of destinations, hotels or services. Several studies have highlighted the great influence of online reputation through reviews and ratings and how it affects purchasing decisions by others (Schuckert, Liu, & Law, 2015). These reviews are seen as unbiased and trustworthy, and considered to reduce uncertainty and perceived risks (Gretzel & Yoo, 2008; Park & Nicolau, 2015). Before choosing a destination, tourists are likely to spend a significant amount of time searching for information including reviews of other tourists posted on the Internet. The average traveler browses 38 websites prior to purchasing vacation packages (Schaal, 2013), which may include tourism forums, online reviews in booking sites and other generic social media websites such as Facebook and Twitter.Peer reviewedFinal Accepted Versio