LDA Ensembles for Interactive Exploration and Categorization of Behaviors

We define behavior as a set of actions performed by some agent during a period of time. We consider the problem of analyzing a large collection of behaviors by multiple agents, more specifically, identifying typical behaviors as well as spotting behavior anomalies. We propose an approach leveraging topic modeling techniques -- LDA (Latent Dirichlet Allocation) Ensembles -- for representing categories of typical behaviors by topics obtained through applying topic modeling to a behavior collection. When such methods are applied to text documents, the goodness of the extracted topics is usually judged based on the semantic relatedness of the terms pertinent to the topics. This criterion, however, may not be applicable to topics extracted from non-textual data, such as action sets, since relationships between actions may not be obvious. We have developed a suite of visual and interactive techniques supporting the construction of an appropriate combination of topics based on other criteria, such as distinctiveness and coverage of the behavior set. Our case studies in the operation behaviors in the security management system and visiting behaviors in an amusement park and the expert evaluation of the first case study demonstrate the effectiveness of our approach

Curating Digital Pedagogy in the Humanities

This is the published introduction to the born-digital, open-access, peer-reviewed *Digital Pedagogy in the Humanities*. More a rationale and scholarly study of both Digital Pedagogy and DPiH in general, this introduces articulates the uses, theory, rationale about digital pedagogy as it has been shaped in U.S. institutions since the explosion of Digital Humanities in 2009. As a separate field now, Digital Pedagogy is built on the generosity of its practitioners, but saving the *stuff* of teaching and pedagogy is difficult. The introduction historicizes this now-published project, its open peer review process, and its development in the early years (starting in 2010) in addition to offering multiple pathways into using DPiH for both experienced practitioners and anyone curious about how to use the 500+ pedagogical artifacts among the 59 keywords. By defining digital pedagogy, articulating the 5 key concepts that surfaced with the creation of this project, and discussing potential obstacles about engaging in Digital Pedagogy (including an enumerated step-by-step process for getting started in using Digital Pedagogy strategies), this introduction invites all levels of engagement. In addition, the introduction provides an analysis of the types of content, contributors, and curators as well as early network analysis about the connections among all of the keywords, curators, and the shared pedagogical artifacts. Finally, the authors assess the project\u27s infrastructure, open access, and open peer review publishing process over the 10 years it took to bring this project to fruition, luckily, right at the moment that all higher education institutions were forced to grapple with a sudden move to online learning during March 2020. The concluding sections discuss the shifting role of published and publisher with this born-digital project and considers the use of new forms of infrastructure for a scholarly work that values pedagogy above all else

Learning from the learners' experience: e-Learning@greenwich post-conference reflections

This publication comprises papers from presenters who, having made a conference presentation, were invited to author an academic paper about their work

Citizen participation and awareness raising in coastal protected areas. A case study from Italy

In this chapter, part of the research carried out within the SECOA project (www.projectsecoa.eu) is presented. Attention is devoted to methods and tools used for supporting the participatory process in a case of environmental conflict related to the definition of boundaries of a coastal protected area: the Costa Teatina National Park, in Abruzzo, central Italy. The Costa Teatina National Park was established by the National Law 93/2001. Its territory includes eight southern Abruzzo municipalities and covers a stretch of coastline of approximately 60 km. It is a coastal protected area, which incorporates land but not sea, characterized by the presence of important cultural and natural assets. The Italian Ministry of Environment (1998) defines the area as “winding and varied, with the alternation of sandy and gravel beaches, cliffs, river mouths, areas rich in indigenous vegetation and cultivated lands (mainly olives), dunes and forest trees”. The park boundaries were not defined by the law that set it up, and their determination has been postponed to a later stage of territorial negotiation that has not ended yet (Montanari and Staniscia, 2013). The definition of the park boundaries, indeed, has resulted in an intense debate between citizens and interest groups who believe that environmental protection does not conflict with economic growth and those who believe the opposite. That is why the process is still in act and a solution is far from being reached. In this chapter, the methodology and the tools used to involve the general public in active participation in decision making and to support institutional players in conflict mitigation will be presented. Those tools have also proven to be effective in the dissemination of information and transfer of knowledge. Results obtained through the use of each instrument will not be presented here since this falls outside the purpose of the present essay. The chapter is organized as follows: in the first section the importance of the theme of citizen participation in decision making will be highlighted; the focus will be on participation in the processes of ICZM, relevant to the management of coastal protected areas. In the second section a review of the most commonly used methods in social research is presented; advantages and disadvantages of each of them will be highlighted. In particular, the history and the evolution of the Delphi method and its derivatives are discussed; focus will be on the dissemination value of the logic underlying such iterative methods. In the third section the tools used in the case of the Costa Teatina National Park will be presented; strengths and weaknesses will be highlighted and proposals for their improvement will be advanced. Discussion and conclusions follow

Effective Approaches for Teaching Revision

Beyond the grammatical slip, punctuation error, or misspelled word, revision is a fundamental skill that resides at the very heart of the writing and thinking process. This thesis project highlights concerns over students’ and teachers’ similar disdain for the revision process in composition. It suggests the overarching importance of this benchmark skill in all disciplines as a means to deepen consideration of issues and ideas. The concept of revision as more than correction--as a re-seeing and re-thinking--can enable students to be better prepared for further academic pursuits and extends from the classroom to life and vocation. The comprehensive literature review section examines teaching revision and writing concepts to a range of different students. It discusses the idea of revision as an accepted part of the writing process which then becomes a necessary step instead of perceived “busy work.” Key revision techniques suggested throughout the literature are reviewed and discussed for possible implementation. Some of the strategic principles of revision include: positive attitude toward revision, identity of students as real writers, appeal to multiple intelligences, self-evaluation, and peer review. Through an eleventh-grade English Language Arts curriculum model, designed to engage and instruct, this project offers and encourages strategies for educators to apply new revision tools for their students. The curriculum includes lessons which incorporate visualization and auditory elements, computer technology, and communication skills

A Collaborative, Trilateral Approach to Bridging the Information Literacy Gap in Student Writing

As localized assessments confirm national findings that undergraduates struggle to integrate resources into research-based compositions effectively, data at one comprehensive public university indicate library sessions improve students’ ability to locate and evaluate information, but students continue to struggle with the “use” component of information literacy. This article presents a trilateral case study among librarians, faculty, and writing center administrators, emphasizing the intersection of programmatic partnerships, assessment, and pedagogical best practices. Our research shows a trilateral approach to information literacy increases efficacy and a sense of shared responsibility in support of student research where traditional bilateral approaches fall short

Proceedings of the ECCS 2005 satellite workshop: embracing complexity in design - Paris 17 November 2005

Embracing complexity in design is one of the critical issues and challenges of the 21st century. As the realization grows that design activities and artefacts display properties associated with complex adaptive systems, so grows the need to use complexity concepts and methods to understand these properties and inform the design of better artifacts. It is a great challenge because complexity science represents an epistemological and methodological swift that promises a holistic approach in the understanding and operational support of design. But design is also a major contributor in complexity research. Design science is concerned with problems that are fundamental in the sciences in general and complexity sciences in particular. For instance, design has been perceived and studied as a ubiquitous activity inherent in every human activity, as the art of generating hypotheses, as a type of experiment, or as a creative co-evolutionary process. Design science and its established approaches and practices can be a great source for advancement and innovation in complexity science. These proceedings are the result of a workshop organized as part of the activities of a UK government AHRB/EPSRC funded research cluster called Embracing Complexity in Design (www.complexityanddesign.net) and the European Conference in Complex Systems (complexsystems.lri.fr). Embracing complexity in design is one of the critical issues and challenges of the 21st century. As the realization grows that design activities and artefacts display properties associated with complex adaptive systems, so grows the need to use complexity concepts and methods to understand these properties and inform the design of better artifacts. It is a great challenge because complexity science represents an epistemological and methodological swift that promises a holistic approach in the understanding and operational support of design. But design is also a major contributor in complexity research. Design science is concerned with problems that are fundamental in the sciences in general and complexity sciences in particular. For instance, design has been perceived and studied as a ubiquitous activity inherent in every human activity, as the art of generating hypotheses, as a type of experiment, or as a creative co-evolutionary process. Design science and its established approaches and practices can be a great source for advancement and innovation in complexity science. These proceedings are the result of a workshop organized as part of the activities of a UK government AHRB/EPSRC funded research cluster called Embracing Complexity in Design (www.complexityanddesign.net) and the European Conference in Complex Systems (complexsystems.lri.fr)