Finding Relevant Answers in Software Forums

Abstract—Online software forums provide a huge amount of valuable content. Developers and users often ask questions and receive answers from such forums. The availability of a vast amount of thread discussions in forums provides ample opportunities for knowledge acquisition and summarization. For a given search query, current search engines use traditional information retrieval approach to extract webpages containin

#Socialtagging: Defining its Role in the Academic Library

The information environment is rapidly changing, affecting the ways in which information is organized and accessed. User needs and expectations have also changed due to the overwhelming influence of Web 2.0 tools. Conventional information systems no longer support evolving user needs. Based on current research, we explore a method that integrates the structure of controlled languages with the flexibility and adaptability of social tagging. This article discusses the current research and usage of social tagging and Web 2.0 applications within the academic library. Types of tags, the semiotics of tagging and its influence on indexing are covered

Business Domain Modelling using an Integrated Framework

This paper presents an application of a “Systematic Soft Domain Driven Design Framework” as a soft systems approach to domain-driven design of information systems development. The framework combining techniques from Soft Systems Methodology (SSM), the Unified Modelling Language (UML), and an implementation pattern known as “Naked Objects”. This framework have been used in action research projects that have involved the investigation and modelling of business processes using object-oriented domain models and the implementation of software systems based on those domain models. Within this framework, Soft Systems Methodology (SSM) is used as a guiding methodology to explore the problem situation and to develop the domain model using UML for the given business domain. The framework is proposed and evaluated in our previous works, and a real case study “Information Retrieval System for academic research” is used, in this paper, to show further practice and evaluation of the framework in different business domain. We argue that there are advantages from combining and using techniques from different methodologies in this way for business domain modelling. The framework is overviewed and justified as multimethodology using Mingers multimethodology ideas

On social function: new language for discussing technology for social action

Designers of technology for social action can often become embroiled in issues of platform and technical functionality at a very early stage in the development process, before the precise social value of an approach has been explored. The loyalty of designers to particular technologies and to ways of working can divide activist communities and, arguably, has weakened the social action world’s performance in exploiting technology with maximum usefulness and usability. In this paper, we present a lexicon for discussing technology and social action by reference to the intention and relationship to use, rather than to detailed functionality. In short, we offer a language to support discussions of social function, and thus to avoid premature commitment or argument about architecture or implementation details.</p

What would learning in an open world look like? A vision for the future

The pace of current technological advancement is phenomenal. In the last few years we have seen the emergence of ever more sophisticated gaming technologies, rich, immersive virtual worlds and new social networking services that enable learners and teachers to connect and communicate in new ways. The pace of change looks set to continue as annual Horizon reports testify (http://www.nmc.org/horizon). Clearly new technologies offer much in an educational context, with the promise of flexible, personalised and student-centred learning. Indeed research over the past few years, looking at learners' use of technologies, has given us a rich picture of how learners of all ages are appropriating new tools within their own context, mixing different applications for finding/managing information and for communicating with others (Sharpe and Beetham, forthcoming)

The Association between Success Center Utilization and a Technical College’s Student Retention

This study was conducted to examine the association between the Student Success Center and student retention at a South Carolina technical college. Recognizing the low retention rates of technical colleges in South Carolina and nationally, the college opened a Student Success Center in 2012; however, an analysis of the center’s effect on retention rates had not been conducted. With a better understanding of this relationship, the college can plan for future use of the center to strengthen retention. The key research question was focused on the association between Student Success Center attendance and student retention using an ex post facto design involving two dichotomous variables: attendance at the Student Success Center and retention over 3 years. A sample of 18,712 students was drawn from archival data maintained by the college to compare students who used the center and those who did not use the center, excluding transfer students and middle college students. Frequency percentage statistics were generated for the two dichotomous categorical variables in the study: center utilization and retention. Chi-square analysis with Yates correction was used to test for a significant association between the two variables. Findings showed evidence of a statistically significant association between center utilization and retention, χ2 (1) = 162.23, p \u3c 0.0001, indicating that student engagement with the Student Success Center contributed to resiliency as reflected in student retention. Therefore, this study contributed to research on the association between student support services for community college students and student retention, encouraging social change by strengthening practical solutions to the challenges faced by these students

Reason Maintenance - Conceptual Framework

This paper describes the conceptual framework for reason maintenance developed as part of WP2

Using learning design as a framework for supporting the design and reuse of OER

The paper will argue that adopting a learning design methodology may provide a vehicle for enabling better design and reuse of Open Educational Resources (OERs). It will describe a learning design methodology, which is being developed and implemented at the Open University in the UK. The aim is to develop a 'pick and mix' learning design toolbox of different resources and tools to help designers/teachers make informed decisions about creating new or adapting existing learning activities. The methodology is applicable for designers/teachers designing in a traditional context – such as creation of materials as part of a formal curriculum, but also has value for those wanting to create OERs or adapt and repurpose existing OERs. With the increasing range of OERs now available through initiatives as part of the Open Courseware movement, we believe that methodologies, such as the one we describe in this paper, which can help guide reuse and adaptation will become increasingly important and arguably are an important aspect of ensuring longer term sustainability and uptake of OERs. Our approach adopts an empirically based approach to understanding and representing the design process. This includes a range of evaluation studies (capturing of case studies, interviews with designers/teachers, in-depth course evaluation and focus groups/workshops), which are helping to develop our understanding of how designers/teachers go about creating new learning activities. Alongside this we are collating an extensive set of tools and resources to support the design process, as well as developing a new Learning Design tool that helps teachers articulate and represent their design ideas. The paper will describe how we have adapted a mind mapping and argumentation tool, Compendium, for this purpose and how it is being used to help designers and teachers create and share learning activities. It will consider how initial evaluation of the use of the tool for learning design has been positive; users report that the tool is easy to use and helps them organise and articulate their learning designs. Importantly the tool also enables them to share and discuss their thinking about the design process. However it is also clear that visualising the design process is only one aspect of design, which is complex and multi-faceted

Using learning design as a framework for supporting the design and reuse of OER

The paper will argue that adopting a learning design methodology may provide a vehicle for enabling better design and reuse of Open Educational Resources (OERs). It will describe a learning design methodology, which is being developed and implemented at the Open University in the UK. The aim is to develop a 'pick and mix' learning design toolbox of different resources and tools to help designers/teachers make informed decisions about creating new or adapting existing learning activities. The methodology is applicable for designers/teachers designing in a traditional context – such as creation of materials as part of a formal curriculum, but also has value for those wanting to create OERs or adapt and repurpose existing OERs. With the increasing range of OERs now available through initiatives as part of the Open Courseware movement, we believe that methodologies, such as the one we describe in this paper, which can help guide reuse and adaptation will become increasingly important and arguably are an important aspect of ensuring longer term sustainability and uptake of OERs. Our approach adopts an empirically based approach to understanding and representing the design process. This includes a range of evaluation studies (capturing of case studies, interviews with designers/teachers, in-depth course evaluation and focus groups/workshops), which are helping to develop our understanding of how designers/teachers go about creating new learning activities. Alongside this we are collating an extensive set of tools and resources to support the design process, as well as developing a new Learning Design tool that helps teachers articulate and represent their design ideas. The paper will describe how we have adapted a mind mapping and argumentation tool, Compendium, for this purpose and how it is being used to help designers and teachers create and share learning activities. It will consider how initial evaluation of the use of the tool for learning design has been positive; users report that the tool is easy to use and helps them organise and articulate their learning designs. Importantly the tool also enables them to share and discuss their thinking about the design process. However it is also clear that visualising the design process is only one aspect of design, which is complex and multi-faceted