Online cooperation learning environment : a thesis presented in partial fulfillment of the requirements for the degree of Master of Science in Computer Science at Massey University, Albany, New Zealand

This project aims to create an online cooperation learning environment for students who study the same paper. Firstly, the whole class will be divided into several tutorial peer groups. One tutorial group includes five to seven students. The students can discuss with each other in the same study group, which is assigned by the lecturer. This is achieved via an online cooperation learning environment application (OCLE), which consists of a web based J2EE application and a peer to peer (P2P) java application, cooperative learning tool (CLT). It can reduce web server traffic significantly during online tutorial discussion time

Mapping Big Data into Knowledge Space with Cognitive Cyber-Infrastructure

Big data research has attracted great attention in science, technology, industry and society. It is developing with the evolving scientific paradigm, the fourth industrial revolution, and the transformational innovation of technologies. However, its nature and fundamental challenge have not been recognized, and its own methodology has not been formed. This paper explores and answers the following questions: What is big data? What are the basic methods for representing, managing and analyzing big data? What is the relationship between big data and knowledge? Can we find a mapping from big data into knowledge space? What kind of infrastructure is required to support not only big data management and analysis but also knowledge discovery, sharing and management? What is the relationship between big data and science paradigm? What is the nature and fundamental challenge of big data computing? A multi-dimensional perspective is presented toward a methodology of big data computing.Comment: 59 page

Co-ordinating distributed knowledge: An investigation into the use of an organisational memory

This paper presents an ethnographically informed investigation into the use of an organisational memory, focusing in particular on how information was used in the performance of work. We argue that understanding how people make use of distributed knowledge is crucial to the design of an organisational memory. However, we take the perspective that an ‘organisational memory’ is not technology dependant, but is an emergent property of group interaction. In this sense, the technology does not form the organisational memory, but provides a novel means of augmenting the co-ordination of collaborative action. The study examines the generation, development and maintenance of knowledge repositories and archives. The knowledge and information captured in the organisational memory enabled the team members to establish a common understanding of the design and to gain an appreciation of the issues and concerns of the other disciplines. The study demonstrates why technology should not be thought of in isolation from its contexts of use, but also how designers can make use of the creative flexibility that people employ in their everyday activities. The findings of the study are therefore of direct relevance to both the design of knowledge archives and to the management of this information within organisations

Case studies of personalized learning

Deliverable 4.1, Literature review of personalised learning and the Cloud, started with an evaluation and synthesis of the definitions of personalized learning, followed by an analysis of how this is implemented in a method (e-learning vs. i-learning, m-learning and u-learning), learning approach and the appropriate didactic process, based on adapted didactic theories. From this research a list of criteria was created needed to implement personalised learning onto the learner of the future. This list of criteria is the basis for the analysis of all case studies investigated. – as well to the learning process as the learning place. In total 60 case studies (all 59 case studies mentioned in D6.4 Education on the Cloud 2015 + one extra) were analysed. The case studies were compared with the list of criteria, and a score was calculated. As a result, the best examples could be retained. On average most case studies were good on: taking different learning methods into account, interactivity and accessibility and usability of learning materials for everyone. All had a real formal education content, thus aiming at the core-curriculum, valuing previous knowledge, competences, life and work skills, also informal. Also the availability of an instructor / tutor or other network of peers, experts and teachers to guide and support the learning is common. On the other hand, most case studies lack diagnostics tests as well at the start (diagnostic entry test), during the personalized learning trajectory and at the end (assessment at the end). Also most do not include non-formal and informal learning aspects. And the ownership of personalized learning is not in the hands of the learner. Five of the 60 case studies can as a result be considered as very good examples of real personalized learning

An optimal feedback model to prevent manipulation behaviours in consensus under social network group decision making

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.A novel framework to prevent manipulation behaviour in consensus reaching process under social network group decision making is proposed, which is based on a theoretically sound optimal feedback model. The manipulation behaviour classification is twofold: (1) ‘individual manipulation’ where each expert manipulates his/her own behaviour to achieve higher importance degree (weight); and (2) ‘group manipulation’ where a group of experts force inconsistent experts to adopt specific recommendation advices obtained via the use of fixed feedback parameter. To counteract ‘individual manipulation’, a behavioural weights assignment method modelling sequential attitude ranging from ‘dictatorship’ to ‘democracy’ is developed, and then a reasonable policy for group minimum adjustment cost is established to assign appropriate weights to experts. To prevent ‘group manipulation’, an optimal feedback model with objective function the individual adjustments cost and constraints related to the threshold of group consensus is investigated. This approach allows the inconsistent experts to balance group consensus and adjustment cost, which enhances their willingness to adopt the recommendation advices and consequently the group reaching consensus on the decision making problem at hand. A numerical example is presented to illustrate and verify the proposed optimal feedback model

Factors shaping the evolution of electronic documentation systems

The main goal is to prepare the space station technical and managerial structure for likely changes in the creation, capture, transfer, and utilization of knowledge. By anticipating advances, the design of Space Station Project (SSP) information systems can be tailored to facilitate a progression of increasingly sophisticated strategies as the space station evolves. Future generations of advanced information systems will use increases in power to deliver environmentally meaningful, contextually targeted, interconnected data (knowledge). The concept of a Knowledge Base Management System is emerging when the problem is focused on how information systems can perform such a conversion of raw data. Such a system would include traditional management functions for large space databases. Added artificial intelligence features might encompass co-existing knowledge representation schemes; effective control structures for deductive, plausible, and inductive reasoning; means for knowledge acquisition, refinement, and validation; explanation facilities; and dynamic human intervention. The major areas covered include: alternative knowledge representation approaches; advanced user interface capabilities; computer-supported cooperative work; the evolution of information system hardware; standardization, compatibility, and connectivity; and organizational impacts of information intensive environments