On the Usability of Probably Approximately Correct Implication Bases

We revisit the notion of probably approximately correct implication bases from the literature and present a first formulation in the language of formal concept analysis, with the goal to investigate whether such bases represent a suitable substitute for exact implication bases in practical use-cases. To this end, we quantitatively examine the behavior of probably approximately correct implication bases on artificial and real-world data sets and compare their precision and recall with respect to their corresponding exact implication bases. Using a small example, we also provide qualitative insight that implications from probably approximately correct bases can still represent meaningful knowledge from a given data set.Comment: 17 pages, 8 figures; typos added, corrected x-label on graph

Discovering Implicational Knowledge in Wikidata

Knowledge graphs have recently become the state-of-the-art tool for representing the diverse and complex knowledge of the world. Examples include the proprietary knowledge graphs of companies such as Google, Facebook, IBM, or Microsoft, but also freely available ones such as YAGO, DBpedia, and Wikidata. A distinguishing feature of Wikidata is that the knowledge is collaboratively edited and curated. While this greatly enhances the scope of Wikidata, it also makes it impossible for a single individual to grasp complex connections between properties or understand the global impact of edits in the graph. We apply Formal Concept Analysis to efficiently identify comprehensible implications that are implicitly present in the data. Although the complex structure of data modelling in Wikidata is not amenable to a direct approach, we overcome this limitation by extracting contextual representations of parts of Wikidata in a systematic fashion. We demonstrate the practical feasibility of our approach through several experiments and show that the results may lead to the discovery of interesting implicational knowledge. Besides providing a method for obtaining large real-world data sets for FCA, we sketch potential applications in offering semantic assistance for editing and curating Wikidata

Sustainability Standards and Stakeholder Engagement: Lessons From Carbon Markets

Stakeholders play an increasingly active role in private governance, including development of standards for measuring sustainability. Building on prior studies focused on standards and stakeholder engagement, we use an innovation management theoretical lens to compare stakeholder engagement and standards developed in two carbon markets: the Climate Action Reserve and the U.N.’s Clean Development Mechanism. We develop and test hypotheses regarding how different processes of stakeholder engagement in standard development affect the number, identity, and age of stakeholders involved, as well as the variation and quality of the resulting standards. In doing so, we contribute to the growing literature on stakeholder engagement in developing sustainability standards

Moving outside the box: Researching e-learning in disruptive times

Indexación: Scopus.The rise of technology’s influence in a cross-section of fields within formal education, not to mention in the broader social world, has given rise to new forms in the way we view learning, i.e. what constitutes valid knowledge and how we arrive at that knowledge. Some scholars have claimed that technology is but a tool to support the meaning-making that lies at the root of knowledge production while others argue that technology is increasingly and inextricably intertwined not just with knowledge construction but with changes to knowledge makers themselves. Regardless which side one stands in this growing debate, it is difficult to deny that the processes we use to research learning supported by technology in order to understand these growing intricacies, have profound implications. In this paper, my aim is to argue and defend a call in the research on ICT for a critical reflective approach to researching technology use. Using examples from qualitative research in e-learning I have conducted on three continents over 15 years, and in diverse educational contexts, I seek to unravel the means and justification for research approaches that can lead to closing the gap between research and practice. These studies combined with those from a cross-disciplinary array of fields support the promotion of a research paradigm that examines the socio-cultural contexts of learning with ICT, at a time that coincides with technology becoming a social networking facilitator. Beyond the examples and justification of the merits and power of qualitative research to uncover the stories that matter in these socially embodied e-learning contexts, I discuss the methodologically and ethically charged decisions using emerging affordances of technology for analyzing and representing results, including visual ethnography. The implications both for the consumers and producers of research of moving outside the box of established research practices are yet unfathomable but excitinghttp://www.ejel.org/volume15/issue1/p5