Collaborative hybrid agent provision of learner needs using ontology based semantic technology

© Springer International Publishing AG 2017. This paper describes the use of Intelligent Agents and Ontologies to implement knowledge navigation and learner choice when interacting with complex information locations. The paper is in two parts: the first looks at how Agent Based Semantic Technology can be used to give users a more personalised experience as an individual. The paper then looks to generalise this technology to allow users to work with agents in hybrid group scenarios. In the context of University Learners, the paper outlines how we employ an Ontology of Student Characteristics to personalise information retrieval specifically suited to an individual’s needs. Choice is not a simple “show me your hand and make me a match” but a deliberative artificial intelligence (AI) that uses an ontologically informed agent society to consider the weighted solution paths before choosing the appropriate best. The aim is to enrich the student experience and significantly re-route the student’s journey. The paper uses knowledge-level interoperation of agents to personalise the learning space of students and deliver to them the information and knowledge to suite them best. The aim is to personalise their learning in the presentation/format that is most appropriate for their needs. The paper then generalises this Semantic Technology Framework using shared vocabulary libraries that enable individuals to work in groups with other agents, which might be other people or actually be AIs. The task they undertake is a formal assessment but the interaction mode is one of informal collaboration. Pedagogically this addresses issues of ensuring fairness between students since we can ensure each has the same experience (as provided by the same set of Agents) as each other and an individual mark may be gained. This is achieved by forming a hybrid group of learner and AI Software Agents. Different agent architectures are discussed and a worked example presented. The work here thus aims at fulfilling the student’s needs both in the context of matching their needs but also in allowing them to work in an Agent Based Synthetic Group. This in turn opens us new areas of potential collaborative technology

How does free help me? Cool things from NASA

How does free help me? Cool things from NASA Posted: October 22nd, 2019 Yesterday we talked a little bit about the Open Access movement to share research. Today we are going to focus on the benefits of having research freely available. Let’s look at a government agency right in our own backyard — NASA. You may not realize this, but NASA research and technology has contributed to the development of everything from LED lighting to temper foam mattresses. Unlike Area 51, NASA likes to share what it knows, and collaborates with industry partners in all kinds of ways. Here are some examples: Better tires with Goodyear Portable Cordless Vacuums with Black & Decker Computer technology with Google Those annoying grooves cut into concrete on stairs, parking lots, and highways? NASA had a hand in that as well. Speaking of hands, artificial limb innovations trace back to NASA. That temper foam technology does more than give some people a good night’s sleep! It provides a natural look and feel for fake flesh. Think about how research like this contributes to even greater improvement, such as UCF’s very own Limbitless Solutions. Tomorrow we will focus on freedom of information through Florida’s Sunshine laws. For more Information: For a complete list of NASA technology benefits, visit https://spinoff.nasa.gov/Spinoff2008/tech_benefits.html To learn more about Open Access, visit https://library.ucf.edu/about/departments/scholarly-communication/open-access

Sabbatical Leave Proposal and Report

I plan to use my sabbatical time creating live websites/ databases/ web services for not-for-profit businesses. I plan to create them using the rich variety of different tools I have been teaching. I think it is important that I not only build these sites, but also interact with groups who will be using the sites while building them. I plan to write a time-based contract with the entities for whom I will consultant pro bono for. Of the many benefits, this will ensure an end for the work, to prevent this from interfering with my future work at Parkland. This will also give me the best idea of what our students will really be doing in the real world and allow me to adequately prepare them. I plan to keep track of what I do using one of my favorite ideas I gleaned from at the Center for Excellence: journaling. By keeping track of what I did and how I spent my time on the first project, I can reflect on this and modify subsequent tasks accordingly. I am requesting a sabbatical in the Fall of 2006. I have spoken with Maria Mobasseri, Chair of Computer Science and Information Technology and we agreed that it would be much easier for the department to fill my courses in the fall than in the spring

10 Bucks = 10 Great Ideas: Dollar Daze and Thrifty Finds to Engage Students in Literacy and Learning

The workshop will stimulate thought and will give participants an opportunity to share their ideas in small group discussion format. Ideas/activities developed adhere to the “Standards for the 21st Century Learner”. “Give me a reason to go to the Library”, (Andrea Drusch). Activities developed are in collaboration with the Teacher-Librarian and classroom Teacher. The novel, Teddy Gets Out! serves as an inspiration to the development of the activities. This powerful story of unconditional love and motivation to succeed serves to successfully address literacy through a series of interdisciplinary activities. Activities address reading comprehension, vocabulary, character education, nature and ecology, artistic expression, geography and history. Differentiated instruction shapes the development of the instructional activities. Activities expand the classroom curriculum and challenge student thinking through real-life and authentic connections. Participants will leave with renewed enthusiasm and armed with specific strategies that can be readily adapted and implemented into the classroom of tomorrow. Student learning outcomes include: 1.developing inquiry and research skills that are transferable and important for life-long learning. 2.encouraging the love of reading 3.constructing new knowledge through critical thinking and problem solving 4.opportunities for self-assessment and reflection in order to bring meaning to the research process 5.transforming students by “celebrating the understood and not the found” (Dr. Ross J. Todd of Reuters). Students become “creators of knowledge instead of consumers of knowledge”. Technology is utilized as a tool for: 1.access to information 2.to facilitate online discussion 3.communication software Program Delivery Format Break Down of 1hour 15 minutes workshop… 1.Post a series of student quotes/testimonials—to explain purpose/intent of workshop (5 minutes) 2.Read from “Teddy Gets Out”…Purpose --Audience Hook Followed by a series of questions to generate audience participation.(10 minutes) 3.Distribution of sample student directed activities to examine inquiry, critical thinking, and reflection. Participants will have an activity to guide them through the analysis of the sample activities. Participants will then report back to the group. (25 minutes) 4. Jump Starting the Process: To engage and spark the imagination and creativity of teachers through an opportunity for them to develop personal activities that can be implemented immediately when the teacher/teacher-librarian return to the classroom. (20 minutes) 4.Refocus Group -- Discussion of What did I learn today? What can I take away with me? ...A summary through discussion as well as written response -- Ticket out the Door and Post-Its.(10 minutes) 5.Evaluation and Feedback of Session (5 minutes) What worked as well as suggestions for improvement. 6.Information collected to be posted to blog http://dollardazeandthriftyfinds.blogspot.com Times will be adjusted accordingly in response to group dynamics and participation

Designing for Ballet Classes: Identifying and Mitigating Communication Challenges Between Dancers and Teachers

Dancer-teacher communication in a ballet class can be challenging: ballet is one of the most complex forms of movements, and learning happens through multi-faceted interactions with studio tools (mirror, barre, and floor) and the teacher. We conducted an interview-based qualitative study with seven ballet teachers and six dancers followed by an open-coded analysis to explore the communication challenges that arise while teaching and learning in the ballet studio. We identified key communication issues, including adapting to multi-level dancer expertise, transmitting and realigning development goals, providing personalized corrections and feedback, maintaining the state of flow, and communicating how to properly use tools in the environment. We discuss design implications for crafting technological interventions aimed at mitigating these communication challenges

Expanding Our Boundaries With Technology

When Kate first came to speak at the ACL Conference at Lee University, I think I\u27m not exaggerating by saying we fell in love with her and she fell in love with us. We enjoyed her and her enthusiasm and she enjoyed us. I was trying to figure out what I was going to plan for another general session at this year\u27s conference and about that time Steve Preston sent me a note saying, \u27Just got a note from Kate, and she is so excited that ACL was coming back here and she wanted to come to the conference. Was there anything she could do?\u27 Our conference theme is about expanding our boundaries in the area of information literacy, which is certainly appropriate. We are also expanding our boundaries technologically. The two things go hand and hand. So, I asked her to come join us today. I\u27m sure all of you know by now, she is the head of SOLINET. For those of you not from this part of the country, it\u27s the largest of the OCLC networks and besides all the usual stuff, they are very well known especially in this part of the country for the wonderful workshops that they put on. So Kate, tell us what\u27s going on

BECTA research project: International Baccalaureate E-Learning Laboratory (iBEL): evaluation report

The International Baccalaureate E-Learning Laboratory (iBEL) investigated the role that design-for-learning (D4L) plays in fostering independent learning on the International Baccalaureate programme using integrated open source platforms, namely Moodle and LAMS. Results from the project indicate these technologies increased independent learning, especially when teachers provided a clear framework by linking to pre-selected, reliable resources, and structured these through appropriate activities. Visual design was highly valued and learners enjoyed using resources containing rich media. In subject disciplines such as Modern Foreign Languages and English they were motivated by the integration of social learning tools, notably forum, glossary tools and chat. Students expected the use of technologies to form a part of their learning. Some teachers found that the use of the technologies assisted with long-term planning and enhanced their relationships with students. Adoption of a D4L system is more likely to succeed if introduced as a repository for existing content to which activities are later added and where it supports flexibility, fits the way that practitioners normally plan for learning, integrates easily with F2F teaching, contains a variety of easy to use tools, and accommodates the integration and updating of existing resources created by staff, such as Word, pdf and PowerPoint

Experience of Students in Online Courses v. Students in Lecture Courses

My research project investigates the experience of students who are enrolled in online courses, specifically Organic Chemistry II and their experiences in Organic Chemistry I compared to those they are now having. The sample was composed of seven men, four whites and three blacks. One was a professor and the six students ages ranged from 20 to 22 years of age. The participants were interviewed and were asked to give their opinion about the format of Organic Chemistry II. The results indicted that race did not play a factor in which format was preferred by the subjects, the majority of whom liked the online format. Their biggest complaint concerned the exam format. These findings could be used to find a balance that will be acceptable to faculty, but will enable students to effectively learn in different environments

George Negus: news in media and society in the 21st century

The interview was commissioned by M/C Dialogue online journal as one in a series with "cultural scholars". George Negus as a veteran reporter, presenter and commentator in Australian television current affairs, was questioned about responses of the journalistic profession to changes dveeloping in media at the start of this Century. He adopts a position that practitioners must adjust to the "opportunities" of new media, convergence or globalisation. In response to proliferation of media producers and outlets, he advocates a continuing role for professional journalists as centrally placed sense-makers. He says: "I hink what the information age will do is make analytical and opinion journalism even more important than it always has been, because the information being available to you, you’ll probably still require assistance in sifting it, assessing it, evaluating it … I think the great paradox will be that as information journalism becomes less important, because the information will be so freely available to any one of these gatekeepers, self styled journalists, the opinion journalism, and commentary and analysis will become more important – because most people don’t have time to do that; they’re too busy doing other things.