Teachers of Secondary School as democracy coaches: study of their conceptions during their initial formation

This study has been developed within the framework of a European Erasmus + project called ELEF†. The aim of this project is to develop, implement, evaluate and replicate innovative democratic learning environments. With this purpose, the Democracy Coaches are trained as agents of citizen participation and generators of democracy, both in educational centres and in informal educational settings. In this context, and during various training sessions, the Democracy Coaches work with the knowledge and skills they need to acquire. This paper focuses on the study and analysis carried out on the concepts expressed by these teachers of secondary education during their training. In order for them to become democracy coaches in the formal educational field, we address concepts such as democracy, citizenship and the most appropriate teaching-learning methodology for illustrating these concepts and competences, bearing in mind that they should educate citizens with full awareness of their rights and duties

The Size Conundrum: Why Online Knowledge Markets Can Fail at Scale

In this paper, we interpret the community question answering websites on the StackExchange platform as knowledge markets, and analyze how and why these markets can fail at scale. A knowledge market framing allows site operators to reason about market failures, and to design policies to prevent them. Our goal is to provide insights on large-scale knowledge market failures through an interpretable model. We explore a set of interpretable economic production models on a large empirical dataset to analyze the dynamics of content generation in knowledge markets. Amongst these, the Cobb-Douglas model best explains empirical data and provides an intuitive explanation for content generation through concepts of elasticity and diminishing returns. Content generation depends on user participation and also on how specific types of content (e.g. answers) depends on other types (e.g. questions). We show that these factors of content generation have constant elasticity---a percentage increase in any of the inputs leads to a constant percentage increase in the output. Furthermore, markets exhibit diminishing returns---the marginal output decreases as the input is incrementally increased. Knowledge markets also vary on their returns to scale---the increase in output resulting from a proportionate increase in all inputs. Importantly, many knowledge markets exhibit diseconomies of scale---measures of market health (e.g., the percentage of questions with an accepted answer) decrease as a function of number of participants. The implications of our work are two-fold: site operators ought to design incentives as a function of system size (number of participants); the market lens should shed insight into complex dependencies amongst different content types and participant actions in general social networks.Comment: The 27th International Conference on World Wide Web (WWW), 201

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

Knowledge Organization Systems (KOS) in the Semantic Web: A Multi-Dimensional Review

Since the Simple Knowledge Organization System (SKOS) specification and its SKOS eXtension for Labels (SKOS-XL) became formal W3C recommendations in 2009 a significant number of conventional knowledge organization systems (KOS) (including thesauri, classification schemes, name authorities, and lists of codes and terms, produced before the arrival of the ontology-wave) have made their journeys to join the Semantic Web mainstream. This paper uses "LOD KOS" as an umbrella term to refer to all of the value vocabularies and lightweight ontologies within the Semantic Web framework. The paper provides an overview of what the LOD KOS movement has brought to various communities and users. These are not limited to the colonies of the value vocabulary constructors and providers, nor the catalogers and indexers who have a long history of applying the vocabularies to their products. The LOD dataset producers and LOD service providers, the information architects and interface designers, and researchers in sciences and humanities, are also direct beneficiaries of LOD KOS. The paper examines a set of the collected cases (experimental or in real applications) and aims to find the usages of LOD KOS in order to share the practices and ideas among communities and users. Through the viewpoints of a number of different user groups, the functions of LOD KOS are examined from multiple dimensions. This paper focuses on the LOD dataset producers, vocabulary producers, and researchers (as end-users of KOS).Comment: 31 pages, 12 figures, accepted paper in International Journal on Digital Librarie

Fostering the Biosecurity Norm: Biosecurity Education for the Next Generation of Life Scientists

Sustainable education on biosecurity and dual use for life scientists is increasingly recognised as being an important element of broader efforts to achieve biosecurity. To address this issue, a joint project between the Landau Network-Centro Volta and the Bradford Disarmament Research Centre has been initiated to analyse what currently exists in terms of biosecurity and dual use education, but also how such education can be most effectively achieved in a sustainable fashion. The purpose of this paper is to elaborate on the findings of a survey on the extent of, and attitudes to, biosecurity and dual use education in European universities, and outline the educational activities undertaken through a network of contacts built through the survey and some of the conclusions drawn from engagement with this network. The paper also outlines the development and optimization of an Educational Module Resource intended to support lecturers in the improvement and implementation of educational material related to biosecurity and dual use. This is further expanded by the authors' experience derived from implementation tests conducted at universities around Europe, in which material was tested with students and faculty members. To date, the main results from this evaluative process are that students and faculties are generally unaware of biosecurity and dual use concerns, but nonetheless appear interested in discussing these topics and have initiated challenging debates on the importance of balancing factors such as security, research, secrecy and development. However, serious efforts in terms of developing and promulgating education more broadly across the life science community will require concerted actions which look at education but also at other mutually reinforcing intervention points such as funding bodies, authors and publishers. Moreover, in the longer term it will also be necessary to develop new mechanisms and metrics to determine success in these activities and ensure that educational activities are contributing, along with other legal and regulatory measures, to mitigating the challenge of potential misuse of the life sciences in the 21st century

Sustaining interaction in a mathematical community of practice

This paper focuses on an activity in which students explore sequences through a game, using ToonTalk programming and a web-based collaboration system. Our analytical framework combines theory of communities of practice with domain epistemology. We note three factors which influence the length and quality of interactions: facilitation, reciprocation and audience-awareness