22,728 research outputs found

    Collaboration in the Semantic Grid: a Basis for e-Learning

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    The CoAKTinG project aims to advance the state of the art in collaborative mediated spaces for the Semantic Grid. This paper presents an overview of the hypertext and knowledge based tools which have been deployed to augment existing collaborative environments, and the ontology which is used to exchange structure, promote enhanced process tracking, and aid navigation of resources before, after, and while a collaboration occurs. While the primary focus of the project has been supporting e-Science, this paper also explores the similarities and application of CoAKTinG technologies as part of a human-centred design approach to e-Learning

    SMT-based Verification of LTL Specifications with Integer Constraints and its Application to Runtime Checking of Service Substitutability

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    An important problem that arises during the execution of service-based applications concerns the ability to determine whether a running service can be substituted with one with a different interface, for example if the former is no longer available. Standard Bounded Model Checking techniques can be used to perform this check, but they must be able to provide answers very quickly, lest the check hampers the operativeness of the application, instead of aiding it. The problem becomes even more complex when conversational services are considered, i.e., services that expose operations that have Input/Output data dependencies among them. In this paper we introduce a formal verification technique for an extension of Linear Temporal Logic that allows users to include in formulae constraints on integer variables. This technique applied to the substitutability problem for conversational services is shown to be considerably faster and with smaller memory footprint than existing ones

    Discovering cultural differences (and similarities) in facial expressions of emotion

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    Understanding the cultural commonalities and specificities of facial expressions of emotion remains a central goal of Psychology. However, recent progress has been stayed by dichotomous debates (e.g., nature versus nurture) that have created silos of empirical and theoretical knowledge. Now, an emerging interdisciplinary scientific culture is broadening the focus of research to provide a more unified and refined account of facial expressions within and across cultures. Specifically, data-driven approaches allow a wider, more objective exploration of face movement patterns that provide detailed information ontologies of their cultural commonalities and specificities. Similarly, a wider exploration of the social messages perceived from face movements diversifies knowledge of their functional roles (e.g., the ‘fear’ face used as a threat display). Together, these new approaches promise to diversify, deepen, and refine knowledge of facial expressions, and deliver the next major milestones for a functional theory of human social communication that is transferable to social robotics

    Fostering reflection in the training of speech-receptive action

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    Dieser Aufsatz erörtert Möglichkeiten und Probleme der Förderung kommunikativer Fertigkeiten durch die UnterstĂŒtzung der Reflexion eigenen sprachrezeptiven Handelns und des Einsatzes von computerunterstĂŒtzten Lernumgebungen fĂŒr dessen Förderung. Kommunikationstrainings widmen sich meistens der Förderung des beobachtbaren sprachproduktiven Handelns (Sprechen). Die individuellen kognitiven Prozesse, die dem sprachrezeptiven Handeln (Hören und Verstehen) zugrunde liegen, werden hĂ€ufig vernachlĂ€ssigt. Dies wird dadurch begrĂŒndet, dass sprachrezeptives Handeln in einer kommunikativen Situation nur schwer zugĂ€nglich und die Förderung der individuellen Prozesse sprachrezeptiven Handelns sehr zeitaufwĂ€ndig ist. Das zentrale Lernprinzip - die Reflexion des eigenen sprachlich-kommunikativen Handelns - wird aus verschiedenen Perspektiven diskutiert. Vor dem Hintergrund der Reflexionsmodelle wird die computerunterstĂŒtzte Lernumgebung CaiMan© vorgestellt und beschrieben. Daran anschließend werden sieben Erfolgsfaktoren aus der empirischen Forschung zur Lernumgebung CaiMan© abgeleitet. Der Artikel endet mit der Vorstellung von zwei empirischen Studien, die Möglichkeiten der ReflexionsunterstĂŒtzung untersucheThis article discusses the training of communicative skills by fostering the reflection of speech-receptive action and the opportunities for using software for this purpose. Most frameworks for the training of communicative behavior focus on fostering the observable speech-productive action (i.e. speaking); the individual cognitive processes underlying speech-receptive action (hearing and understanding utterances) are often neglected. Computer-supported learning environments employed as cognitive tools can help to foster speech-receptive action. Seven success factors for the integration of software into the training of soft skills have been derived from empirical research. The computer-supported learning environment CaiMan© based on these ideas is presented. One central learning principle in this learning environment reflection of one's own action will be discussed from different perspectives. The article concludes with two empirical studies examining opportunities to foster reflecti

    Semantic web technology to support learning about the semantic web

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    This paper describes ASPL, an Advanced Semantic Platform for Learning, designed using the Magpie framework with an aim to support students learning about the Semantic Web research area. We describe the evolution of ASPL and illustrate how we used the results from a formal evaluation of the initial system to re-design the user functionalities. The second version of ASPL semantically interprets the results provided by a non-semantic web mining tool and uses them to support various forms of semantics-assisted exploration, based on pedagogical strategies such as performing later reasoning steps and problem space filtering
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