実応用を志向した機械翻訳システムの設計と評価

Tohoku University博士（情報科学）thesi

Archives, Access and Artificial Intelligence

Digital archives are transforming the Humanities and the Sciences. Digitized collections of newspapers and books have pushed scholars to develop new, data-rich methods. Born-digital archives are now better preserved and managed thanks to the development of open-access and commercial software. Digital Humanities have moved from the fringe to the center of academia. Yet, the path from the appraisal of records to their analysis is far from smooth. This book explores crossovers between various disciplines to improve the discoverability, accessibility, and use of born-digital archives and other cultural assets

How designers work - making sense of authentic cognitive activities

In recent years, the growing scientific interest in design has led to great advances in our knowledge of authentic design processes. However, as these findings go counter to the existing theories in both design research and cognitive science, they pose a serious challenge for both disciplines: there is a wide gap between what the existing theories predict and what designers actually do. At the same time, there is a growing movement of research on authentic cognitive activities, which has among other things documented the central roles of action and the physical environment in these activities, something that existing cognitive theories have overlooked and cannot properly account for. This creates an explanatory gap analogous to the one found in design. This book aims to fill both of these gaps with a cognitive theory of how designers work. It revolves around the roles of physical activities and working materials in design, and the theory explains at length how these have functions that are essential to cognition. The two threads of design and cognition run in parallel throughout the book: the cognitive theory is applied to design, but is also consistently related to cognition in general. The result is, in back cover text parlance, a 'provocative' account of cognition and human performance, which should be of interest to cognitive scientists as well as to design researchers

Um modelo computacional de criatividade

Tese de doutoramento em Engenharia Informática (Inteligência Artificial) apresentada à Fac. de Ciências e Tecnologia de CoimbraThe main motivation of this thesis is the appealing, yet often controversial, goal of computational modelling of creativity. A cross-disciplinary study of the subject of creativity is the mandatory first step and the synthesis towards an AI perspective its intended consequence. From this perspective, we focus on a Model of Concept Invention and, more practically, on a computational system, Divago. The Model of Concept Invention is built over the expected principles for a creative system. It is formalized, although in a computationally idealistic manner, i.e. its implied complexity prevents it from a feasible implementation. Divago is the partial instantiation of this abstract model and comprises the main technical substance of the thesis. Among other aspects, it includes an implementation of the cognitive linguistics framework of Conceptual Blending, as well as a mapping algorithm based on Metaphor work. Divago was subject to experimentation in a range of applications and analyzed according to methodologies that have been proposed with the area of Creativity and AI. Other validation procedures are followed, namely in the comparison to other works and to Conceptual Blending literature.A principal motivação desta tese é o promissor, apesar de muitas vezes controverso, objectivo da modelização computacional de criatividade. Um estudo multi-disciplinar sobre o tema da criatividade é o primeiro passo fundamental e a síntese conducente a uma perspectiva da Inteligência Artificial (IA) sua esperada consequência. Desta perspectiva, focamos um Modelo de Invenção de Conceitos e, de um ponto de vista mais prático, num sistema computacional, o Divago. O Modelo de Invenção de Conceitos é construído sobre um conjunto de princípios identificados como participantes num sistema criativo. É formalizado, embora num perspectiva idealista em termos da sua realização computacional, i.e. a sua complexidade impede, à partida, a consideração de uma directa implementação. O sistema Divago é então a instanciação parcial deste modelo abstracto e compreende as principais contribuições técnicas desta tese. De entre outros aspectos, inclui uma implementação computacional da Integração Conceptual (Conceptual Blending), estudada correntemente na área da Linguística Cognitiva, e também um algoritmo baseado em trabalho sobre metáfora. O Divago foi testado face a um conjunto de aplicações e analisado de acordo com metodologias que têm sido propostas no contexto da Criatividade e IA. Outros procedimentos de validação foram seguidos, nomeadamente a comparação com outros trabalhos e confrontação com os casos propostos na literatura sobre Integração Conceptual

Embedding a civic engagement dimension within the higher education curriculum: a study of policy, process and practice in Ireland.

As the civic role of higher education attracts renewed critical attention, the idea of engagement has come to the fore. Civic engagement, as espoused in many institutional missions, encompasses a diversity of goals, strategies and activities. Latterly, these have included particular approaches to teaching and learning. This research examines the process of embedding a civic engagement dimension within the higher education curriculum in Ireland. I use the term ‘pedagogy for civic engagement’as a generic term for a range of academic practices –variously referred to as ‘service learning’or ‘community based learning’–which share an explicit civic focus. Academic practice serves as the central focus with attention to pertinent aspects of the prevailing context. Using a multi-site case study conducted in the spirit of naturalistic enquiry, I examine four cases of this curriculum innovation, drawn from the university and institute of technology sectors in Ireland, with unstructured interviews and documents as the main sources of data. I interrogate the underpinning rationale for ‘pedagogy for civic engagement’–as gleaned from the literature, the policy context and the case studies –exploring implicit conceptions in relation to knowledge, curriculum, civil society, community and the purpose of higher education. The study draws its empirical data from those responsible for implementing this pedagogy –the ‘embedders’–and a range of other actors. Interviews were carried out with academic staff, project directors, educational developers, academic managers and leaders. Key actors from the national policy context and from the international field of civic engagement also participated in the study. Four orientations to civic engagement are identified, revealing the multifaceted rationale. I explore the process of operationalising the pedagogy and the factors impacting on academics’capacity and willingness to embed it. While the study does not directly examine the experience of students and community partners their role within the process, as perceived by academic staff and others, is problematised. The implications of the putative unresolved epistemology of this pedagogy are explored in light of how participants conceive of and practice it. Academics’ambivalence about the place of values in higher education emerges as a theme and the issue of agency recurs. I explore how the pedagogy may be conceived of in terms of the teaching, research and service roles of academics and consider how it may be positioned within an institution. Opportunities for alignment are identified at a number of levels from constructive alignment within the curriculum to alignment with national strategic priorities. I explore the unrealised potential of the Irish National Framework of Qualifications –specifically the ‘insight’dimension –as a means of enabling and legitimising the pedagogy, in light of the prominence afforded to the principle of subsidiarity in Irish higher education policy. The localised way in which these practices have been adopted and adapted underlines the significance of context and culture. ‘Pedagogy for civic engagement’as a concept and as a practice challenges a range of assumptions and traditional practices, raising fundamental questions regarding the role and purpose of higher education –and not just in contemporary Ireland