Collaborative learning utilizing a domain-based shared data repository to enhance learning outcomes

A number of learning paradigms have postulated that knowledge formation is a dynamic process where learners actively construct a representation of concepts integrating information from multiple sources. Current teaching strategies utilize a compartmentalized approach where individual courses contain a small subset of the knowledge required for a discipline. The intent of this research is to provide a framework to integrate the components of a discipline into a cohesive whole and accelerate the integration of concepts enhancing the learning process. The components utilized to accomplish these goals include two new knowledge integration models; a Knowledge Weighting Model (KWM) and the Aggregate-Integrate-Master (AIM) model. Semantic Web design principles utilizing a Resource Description Framework (RDF) schema and Web Ontology Language (OWL) will be used to define concepts and relationships for this knowledge domain that can then be extended for other domains. Lastly, a Design Research paradigm will be utilized to analyze the IT artifact, the Constructivist Unifying Baccalaureate Epistemology (CUBE) knowledge repository that was designed to validate this research. The prototype testing population utilized sixty students spanning five classes, in the fall 2007, following IRB approved protocols. Data was gathered using a Constructivist Multimedia Learning Survey (CMLES), focus groups and semi-structured interviews. This preliminary data supported the hypotheses that students using the Integrated Knowledge Repository will first; have a more positive perception of the learning process than those who use conventional single course teaching paradigms and second; students utilizing the IKR will develop a more complex understanding of the interconnected nature of the materials linking a discipline than those who take conventional single topic courses. Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The goal is to develop a knowledge structure that is capable of facilitating the integration of conceptual development in a field of study

How Controlled English can Improve Semantic Wikis

The motivation of semantic wikis is to make acquisition, maintenance, and mining of formal knowledge simpler, faster, and more flexible. However, most existing semantic wikis have a very technical interface and are restricted to a relatively low level of expressivity. In this paper, we explain how AceWiki uses controlled English - concretely Attempto Controlled English (ACE) - to provide a natural and intuitive interface while supporting a high degree of expressivity. We introduce recent improvements of the AceWiki system and user studies that indicate that AceWiki is usable and useful

Ontology technology for the development and deployment of learning technology systems - a survey

The World-Wide Web is undergoing dramatic changes at the moment. The Semantic Web is an initiative to bring meaning to the Web. The Semantic Web is based on ontology technology – a knowledge representation framework – at its core. We illustrate the importance of this evolutionary development. We survey five scenarios demonstrating different forms of applications of ontology technologies in the development and deployment of learning technology systems. Ontology technologies are highly useful to organise, personalise, and publish learning content and to discover, generate, and compose learning objects

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: NL

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: N

Teaching programming at a distance: the Internet software visualization laboratory

This paper describes recent developments in our approach to teaching computer programming in the context of a part-time Masters course taught at a distance. Within our course, students are sent a pack which contains integrated text, software and video course material, using a uniform graphical representation to tell a consistent story of how the programming language works. The students communicate with their tutors over the phone and through surface mail. Through our empirical studies and experience teaching the course we have identified four current problems: (i) students' difficulty mapping between the graphical representations used in the course and the programs to which they relate, (ii) the lack of a conversational context for tutor help provided over the telephone, (iii) helping students who due to their other commitments tend to study at 'unsociable' hours, and (iv) providing software for the constantly changing and expanding range of platforms and operating systems used by students. We hope to alleviate these problems through our Internet Software Visualization Laboratory (ISVL), which supports individual exploration, and both synchronous and asynchronous communication. As a single user, students are aided by the extra mappings provided between the graphical representations used in the course and their computer programs, overcoming the problems of the original notation. ISVL can also be used as a synchronous communication medium whereby one of the users (generally the tutor) can provide an annotated demonstration of a program and its execution, a far richer alternative to technical discussions over the telephone. Finally, ISVL can be used to support asynchronous communication, helping students who work at unsociable hours by allowing the tutor to prepare short educational movies for them to view when convenient. The ISVL environment runs on a conventional web browser and is therefore platform independent, has modest hardware and bandwidth requirements, and is easy to distribute and maintain. Our planned experiments with ISVL will allow us to investigate ways in which new technology can be most appropriately applied in the service of distance education

Semantic web technology for web-based teaching and learning: A roadmap

The World-Wide Web has become the predominant platform for computer-aided instruction. Contentorientation, access and interactive features have made the Web a successful technology. The Web, however, is still evolving. We expect in particular Semantic Web technology to substantially impact Web-based teaching and learning. In this paper, we examine the potential of this technology and how we expect it to influence content representation and the work of the instructor and the learner

Visualization in cyber-geography: reconsidering cartography's concept of visualization in current usercentric cybergeographic cosmologies

This article discusses some epistemological problems of a semiotic and cybernetic character in two current scientific cosmologies in the study of geographic information systems (GIS) with special reference to the concept of visualization in modern cartography. Setting off from Michael Batty’s prolegomena for a virtual geography and Michael Goodchild’s “Human-Computer-Reality-Interaction” as the field of a new media convergence and networking of GIS-computation of geo-data, the paper outlines preliminarily a common field of study, namely that of cybernetic geography, or just “cyber-geography) owing to the principal similarities with second order cybernetics. Relating these geographical cosmologies to some of Science’s dominant, historical perceptions of the exploring and appropriating of Nature as an “inventory of knowledge”, the article seeks to identify some basic ontological and epistemological dimensions of cybernetic geography and visualization in modern cartography. The points made is that a generalized notion of visualization understood as the use of maps, or more precisely as cybergeographic GIS-thinking seems necessary as an epistemological as well as a methodological prerequisite to scientific knowledge in cybergeography. Moreover do these generalized concept seem to lead to a displacement of the positions traditionally held by the scientist and lay-man citizen, that is not only in respect of the perception of the matter studied, i.e. the field of geography, but also of the manner in which the scientist informs the lay-man citizen in the course of action in the public participation in decision making; a displacement that seems to lead to a more critical, or perhaps even quasi-scientific approach as concerns the lay-man user