Quality Assessment of Estonian e-Government Services

Magistritöö esimeseks eesmärgiks oli uurida teoreetilist tausta, mis on seotud e-Valitsuse teenuste kvaliteedi hindamisega. Uuringud näitavad ja kinnitavad, et Euroopa Liit ja kogu maailm on liikumas kasutajakeskse e-Valitsuse teenuste paradigma suunas. E-Valitsuse teenuse ja selle kvaliteedi mõiste on erinevate organisatsioonides semantiliselt erinev, kuid lõppeesmärk jääb samaks, pakkuda veebis kodanikule tõhusaid ja tulemuslikke avaliku sektori teenuseid. E-Valitsuse teenuste kvaliteeti on võimalik hinnata neljal erineval tasandil: protsessi võimekuse, tehnilise võimekuse, veebi kasutatavuse ja kasutaja rahulolu tasandil. Erinevaid mudeleid on mitmeid, sealhulgas käesoleva magistriöö praktiliseks hindamiseks valitud e-GovQual, COBRAS ja Soome Rahandusministeeriumi kvaliteedi hindamise mudelid. Valitud kvaliteedi hindamise mudelid keskenduvad kasutajakeskse e-Valitsuse teenuste hindamisele ning on suunatud kasutaja rahuolu saavutamiseks e-teenuste kasutamisel. Need mudelid sisaldavad erinevaid kvaliteedi hindamise valdkondi nagu näiteks kasutatavus, sisu, maksumus ja võimalused. Magistritöö teiseks eesmärgiks oli hinnata praktiliselt kolme kvaliteedi hindamise mudelit e-GovQual, COBRAS ja Soome Rahandusministeeriumi mudelit kahel erineval Eesti e-Valitsuse teenuste portaalil eesti.ee ning Põllumajanduse Registrite ja Informatsiooni Ameti kliendiportaalil e-PRIA. Hindamise tulemusel selgus, et ühtegi valitud mudelit pole võimalik üks-üheselt Eesti Vabariigis kasutusele võtta ja need vajavad kohandamist Eesti oludele. E-GovQual ja COBRAS on üldisemad ja keskenduvad kasutajakeskse veebilehekülje hindamise tasandile, samas kui Soome kvaliteedimudel on täiuslikum ning hindab nii protsesse, tehnilist poolt kui ka veebi kvaliteedi tasandit. Magistriöö annab soovitusi edaspidisteks uuringuteks, kuidas välja töötada Eesti e-Valitsuse teenuste kvaliteedi hindamise mudel.The first goal of the thesis was to study theoretical background of e-Government services’ quality assessment. Studies show that European Union, and the world, is moving towards user-centric e-Government services paradigm. The definition e-Government service and its quality are semantically different in various organizations but the goal stays the same, to offer the citizen efficient and effective public sector services. The e-Government services’ quality can be assessed in four different levels: process performance, technical performance, website quality and user satisfaction. Various e-Government quality assessment models exist, including this thesis’s practical assessment models e-GovQual, COBRAS and Finnish Ministry of Finance’s quality assessment model. The chosen models focus on citizen-centric e-Government services’ quality assessment and achieving user satisfaction in using e-services. These models include various quality assessment areas, e.g. use, content, cost and opportunities. The second goal for the thesis was to practically assess the three quality assessment models e-GovQual, COBRAS and Finnish Ministry of Finance’s models on Estonian e-Government services’ portals eesti.ee and client portal of Agricultural Registers and Information Board. The assessment results indicate that none of these models could be completely take it use and need to be adjusted to Estonian needs. The e-GovQual and COBRAS models are more general and focus on user-centric website usability quality level, as the Finnish quality model is more comprehensive and assesses the process, technical and website quality levels. The Master’s thesis gives an input for further studies, how to develop Estonian e-Government services’ quality assessment model

ProHealth eCoach: user-centered design and development of an eCoach app to promote healthy lifestyle with personalized activity recommendations

Background: Regular physical activity (PA), healthy habits, and an appropriate diet are recommended guidelines to maintain a healthy lifestyle. A healthy lifestyle can help to avoid chronic diseases and long-term illnesses. A monitoring and automatic personalized lifestyle recommendation system (i.e., automatic electronic coach or eCoach) with considering clinical and ethical guidelines, individual health status, condition, and preferences may successfully help participants to follow recommendations to maintain a healthy lifestyle. As a prerequisite for the prototype design of such a helpful eCoach system, it is essential to involve the end-users and subject-matter experts throughout the iterative design process. Methods: We used an iterative user-centered design (UCD) approach to understend context of use and to collect qualitative data to develop a roadmap for self-management with eCoaching. We involved researchers, non-technical and technical, health professionals, subject-matter experts, and potential end-users in design process. We designed and developed the eCoach prototype in two stages, adopting diferent phases of the iterative design process. In design workshop 1, we focused on identifying end-users, understanding the user’s context, specifying user requirements, designing and developing an initial low-fdelity eCoach prototype. In design workshop 2, we focused on maturing the low-fdelity solution design and development for the visualization of continuous and discrete data, artifcial intelligence (AI)-based interval forecasting, personalized recommendations, and activity goals. Results: The iterative design process helped to develop a working prototype of eCoach system that meets end-user’s requirements and expectations towards an efective recommendation visualization, considering diversity in culture, quality of life, and human values. The design provides an early version of the solution, consisting of wearable technology, a mobile app following the “Google Material Design” guidelines, and web content for self-monitoring, goal setting, and lifestyle recommendations in an engaging manner between the eCoach app and end-users. Conclusions: The adopted iterative design process brings in a design focus on the user and their needs at each phase. Throughout the design process, users have been involved at the heart of the design to create a working.publishedVersio

A change-oriented architecture for mathematical authoring assistance

The computer-assisted authoring of mathematical documents using a scientific text-editor requires new mathematical knowledge management and transformation techniques to organize the overall workflow of anassistance system like the ΩMEGAsystem.The challenge is that, throughout the system, various kinds of given and derived knowledge units occur in different formats and with different dependencies. If changes occur in these pieces of knowledge, they need to be effectively propagated. We present a Change-Oriented Architecture for mathematical authoring assistance. Thereby, documents are used as interfaces and the components of the architecture interact by actively changing the interface documents and by reacting on changes. In order to optimize this style of interaction, we present two essential methods in this thesis. First, we develop an efficient method for the computation of weighted semantic changes between two versions of a document. Second, we present an invertible grammar formalism for the automated bidirectional transformation between interface documents. The presented architecture provides an adequate basis for the computer-assisted authoring of mathematical documents with semantic annotations and a controlled mathematical language

Tutorització Intel·ligent de Comunitats Virtuals d'Aprenentatge

L’evolució de la tecnologia ha produït canvis profunds en els paradigmes de l'ensenyament i, particularment, en l'aplicació d'aquests a l’aprenentatge en línia (e-learning). De fet va ser la pròpia revolució tecnològica la que va fer néixer aquest nou model d'aprenentatge virtual i, actualment, poques són les institucions que no compten amb alguna aplicació de l'e-learning, ja sigui com a alternativa al model educatiu tradicional o com a complement (blended learning). La introducció de l'e-learning, i en general de les Tecnologies de la Informació i Comunicació (TIC), al món educatiu ha fet que la teoria instructivista de l'educació tradicional s'hagi desplaçat cap a un paradigma constructivista, generant un model molt més centrat en l'alumne. Les eines educatives han anat evolucionant cap aquest nou paradigma, on la personalització i l’adaptació són fils conductors, i els Sistemes Tutors Intel·ligents (STI) en són un bon exemple. Tanmateix, l'arribada de la Web 2.0 ha desencadenat un moment social que ha acabat marcant de nou el món educatiu. El desplegament de la teoria connectivista, sorgida de l'aplicació de la Web Social en l’àmbit educatiu, i la implantació de múltiples iniciatives d'e-learning han afavorit la proliferació d'Entorns Virtuals d'Aprenentatge (EVA) i de diferents tecnologies educatives basades en Web. Atès que la tecnologia associada a Internet està en constant evolució, però, tot fa pensar que els entorns d’aprenentatge hauran d’evolucionar en els propers anys de manera paral·lela a com ho està fent la pròpia Web. Així, és probable que les següents generacions d'e-learning implementin característiques pròpies de la Web 3.0 (semàntica) i de la Web 4.0 (simbiòtica) i esdevinguin entorns on els agents intel·ligents hi tinguin un paper significatiu. En aquesta tesi s’analitza en primer lloc quina ha estat la trajectòria que ha seguit l’educació al llarg de la història i quina influència ha tingut en la implantació dels sistemes d’aprenentatge en línia, des dels més senzills i poc adaptatius, fins als més moderns i pensats per millorar l’experiència en l’aprenentatge. A més, en vistes de la trajectòria tecnològica que es divisa, es proposa una nova arquitectura que permeti incloure, d’una banda, les capacitats dels entorns ja existents d’aprenentatge en línia, i, de l’altra, els agents intel·ligents que convertiran l’experiència de l’ensenyament a distància en una experiència adaptativa i social, on el concepte de grup tindrà cabdal importància. Els sistemes educatius intel·ligents futurs, per tant, hauran de disposar d'una part complexa de computació avançada, aspecte abordat des del camp de la Intel·ligència Artificial, que permeti reconèixer quina és l’evolució de l’alumne en el seu aprenentatge i com aquest està interactuant i rendint amb els companys de la seva classe virtual. A més, la quantitat d'interaccions produïdes en aquests entorns generarà un gran volum de dades educatives, la Big Learning Data, amb informació vital que caldrà processar per millorar i adaptar el sistema a l’alumne a mesura que el curs avança, i per recollir informació valuosa per a la seva tutorització. Així, la darrera part d’aquesta tesi mostra les contribucions realitzades en Intel·ligència Artificial i els resultats de la seva implementació per crear la part intel·ligent d’aquesta arquitectura, podent extreure d'aquesta manera el màxim rendiment d’aquests nous entorns d’aprenentatge col·laboratiu que seran realitat d’aquí a pocs anys.La evolución de la tecnología ha producido cambios profundos en los paradigmas de la enseñanza y, particularmente, en la aplicación de éstos en el aprendizaje en línea (e-learning). De hecho fue la propia revolución tecnológica la que hizo nacer este nuevo modelo de aprendizaje virtual y, actualmente, pocas son las instituciones que no cuentan con alguna aplicación del e-learning, ya sea como alternativa al modelo educativo tradicional o como complemento (blended learning). La introducción del e-learning, y en general de las Tecnologías de la Información y Comunicación (TIC), en el mundo educativo ha hecho que la teoría instructivista de la educación tradicional se haya desplazado hacia un paradigma constructivista, generando un modelo mucho más centrado en el alumno. Las herramientas educativas han ido evolucionando hacia este nuevo paradigma, donde la personalización y la adaptación son hilos conductores, y los Sistemas Tutores Inteligentes (STI) son un buen ejemplo. Sin embargo, la llegada de la Web 2.0 ha desencadenado un momento social que ha marcado de nuevo el mundo educativo. El despliegue de la teoría conectivista, surgida de la aplicación de la Web Social en el ámbito educativo, y la implantación de varias iniciativas de e-learning han favorecido la proliferación de entornos virtuales de aprendizaje y de diferentes tecnologías educativas basadas en Web. Dado que la tecnología asociada a Internet está en constante evolución, todo hace pensar que los entornos de aprendizaje deberán evolucionar en los próximos años de manera paralela a como lo está haciendo la propia Web. Así, es probable que las siguientes generaciones de e-learning implementen características propias de la Web 3.0 (semántica) y de la Web 4.0 (simbiótica) y se conviertan en entornos donde los agentes inteligentes tengan un papel significativo. En esta tesis se analiza en primer lugar cuál ha sido la trayectoria que ha seguido la educación a lo largo de la historia y qué influencia ha tenido en la implantación del e-learning, desde los más sencillos y poco adaptativos, hasta los más modernos y pensados para mejorar la experiencia en el aprendizaje. Además, en vistas de la trayectoria tecnológica que se divisa, se propone una nueva arquitectura que permita incluir, por un lado, las capacidades de los entornos ya existentes de aprendizaje en línea, y, por otro, los agentes inteligentes que convertirán la experiencia de la enseñanza a distancia en una experiencia adaptativa y social, donde el concepto de grupo tendrá capital importancia. Los sistemas educativos inteligentes futuros, por tanto, deberán disponer de una parte compleja de computación avanzada, aspecto abordado desde el campo de la Inteligencia Artificial, que permita reconocer cuál es la evolución del alumno en su aprendizaje y como éste está interactuando y rindiendo con los compañeros de su clase virtual. Además, la cantidad de interacciones producidas en estos entornos generará un gran volumen de datos educativos, la Big Learning Data, con información vital que habrá que procesar para mejorar y adaptar el sistema al alumno a medida que el curso avanza, y para recoger información valiosa para su tutorización. Así, la última parte de esta tesis muestra las contribuciones realizadas en Inteligencia Artificial y los resultados de su implementación para crear la parte inteligente de esta arquitectura, pudiendo extraer de este modo el máximo rendimiento de estos nuevos entornos de aprendizaje colaborativo que serán realidad dentro de pocos años.The evolution of technology has produced profound changes in the paradigms of teaching and, particularly, in their application in online learning (e-learning). In fact it was the technological revolution itself that gave birth to this new model of virtual learning and there are currently few institutions that do not have an e-learning application, either as an alternative to traditional methods or to complement them (blended learning). The introduction of e-learning, and in general of the Information Technology and Communication (ICT) in the educational world has made the instructivist traditional education theory move to a constructivist paradigm, creating a more focused learning model. Educational tools have evolved towards this new paradigm, where customization and adaptation are the backbone of the model. Intelligent Tutoring Systems (ITS) provide a good example of this new methodology. However, the advent of Web 2.0 has created a social era which has rebranded the educational world. The deployment of the connectionist theory, arising from the implementation of the Social Web in education, and the implementation of various e-learning initiatives have led to the proliferation of virtual learning environments and different educational Web-based technologies. Since the technology associated with the Internet is constantly evolving, everything suggests that learning environments should evolve in the coming years in parallel with the Web itself. Thus it is likely that the next generation of e-learning implements own Web 3.0 (semantic) and Web 4.0 (symbiotic) characteristics and create environments where intelligent agents have a significant role. In this thesis we first analyze the path of education throughout history and discuss the influence it has had on the implementation of e-learning, from the simplest and less adaptive measures to the most modern, designed methods to enhance the learning experience. Furthermore, in view of the visible technological background, we propose a new architecture to include, on the one hand, the capabilities of existing online learning environments, and secondly, intelligent agents which can convert the experiences acquired in distance learning into an adaptive and social experience, where the group concept is of paramount importance. Future intelligent educational systems must therefore have an intricate part of advanced computing, an aspect from the field of Artificial Intelligence, which recognizes the evolution of students in their learning and how they interact and perform with their virtual class mates. In addition, the number of interactions produced in these environments will generate a large volume of educational data, the Big Data Learning with vital information that must be processed to improve and adapt the system to the student as the course progresses, and to collect valuable information for tutorship. So, the last part of this thesis shows the contributions made in Artificial Intelligence and the results of their implementation to create the intelligent part of this architecture. The benefits of these new collaborative learning environments will enable us to optimize performance in coming years

When in doubt ask the crowd : leveraging collective intelligence for improving event detection and machine learning

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Making Presentation Math Computable

This Open-Access-book addresses the issue of translating mathematical expressions from LaTeX to the syntax of Computer Algebra Systems (CAS). Over the past decades, especially in the domain of Sciences, Technology, Engineering, and Mathematics (STEM), LaTeX has become the de-facto standard to typeset mathematical formulae in publications. Since scientists are generally required to publish their work, LaTeX has become an integral part of today's publishing workflow. On the other hand, modern research increasingly relies on CAS to simplify, manipulate, compute, and visualize mathematics. However, existing LaTeX import functions in CAS are limited to simple arithmetic expressions and are, therefore, insufficient for most use cases. Consequently, the workflow of experimenting and publishing in the Sciences often includes time-consuming and error-prone manual conversions between presentational LaTeX and computational CAS formats. To address the lack of a reliable and comprehensive translation tool between LaTeX and CAS, this thesis makes the following three contributions. First, it provides an approach to semantically enhance LaTeX expressions with sufficient semantic information for translations into CAS syntaxes. Second, it demonstrates the first context-aware LaTeX to CAS translation framework LaCASt. Third, the thesis provides a novel approach to evaluate the performance for LaTeX to CAS translations on large-scaled datasets with an automatic verification of equations in digital mathematical libraries. This is an open access book

Making Presentation Math Computable

This Open-Access-book addresses the issue of translating mathematical expressions from LaTeX to the syntax of Computer Algebra Systems (CAS). Over the past decades, especially in the domain of Sciences, Technology, Engineering, and Mathematics (STEM), LaTeX has become the de-facto standard to typeset mathematical formulae in publications. Since scientists are generally required to publish their work, LaTeX has become an integral part of today's publishing workflow. On the other hand, modern research increasingly relies on CAS to simplify, manipulate, compute, and visualize mathematics. However, existing LaTeX import functions in CAS are limited to simple arithmetic expressions and are, therefore, insufficient for most use cases. Consequently, the workflow of experimenting and publishing in the Sciences often includes time-consuming and error-prone manual conversions between presentational LaTeX and computational CAS formats. To address the lack of a reliable and comprehensive translation tool between LaTeX and CAS, this thesis makes the following three contributions. First, it provides an approach to semantically enhance LaTeX expressions with sufficient semantic information for translations into CAS syntaxes. Second, it demonstrates the first context-aware LaTeX to CAS translation framework LaCASt. Third, the thesis provides a novel approach to evaluate the performance for LaTeX to CAS translations on large-scaled datasets with an automatic verification of equations in digital mathematical libraries. This is an open access book