Collaborative environments to enhance creativity of design students : use of collaborative creativity support tools

Ankara : The Department of Interior Architecture and Environmental Design, İhsan Doğramacı Bilkent Univ., 2011.Thesis (Ph. D.) -- Bilkent University, 2011.Includes bibliographical references leaves 107-116.Collaboration and creativity are integral parts of design education process. Tools to support collaborative design process, as well as tools to support creativity in the process now being used together in design education. Therefore in this study, the Collaborative Creativity Support Tool (CCST) is proposed and applied to the design process that is conducted both synchronously and asynchronously. CCST is composed of design students, knowledge domain and design field. MOODLE learning environment is utilized for collaboration and enhancing creativity processes in knowledge domain, and Google SketchUp 3D modeling tool is used in the design field. Data collection is composed of observations during and after the study, surveys, correspondence logs, 3D models, interviews and statistics that were obtained by MOODLE forum logs. To evaluate effectiveness of CCST, segment analysis over demographic data, communication frequencies, communication codes, indicators of creativity, analysis of creativity in design education is used. Findings of the empirical research indicate that CCST supported design students in both collaborative and creative processes.Karakaya, Ahmet FatihPh.D

Reconhecimento de padrões usando indexação recursiva

Tese (Doutorado) - Universidade Federal de Santa Catarina, Centro Tecnológico

Specification of knowledge acquisition and modeling of the process of the consensus

zhdanova2004aIn this deliverable, specification of knowledge acquisition and modeling of the process of consensus is provided

A full-scale semantic content-based model for interactive multimedia information systems.

Issues of syntax have dominated research in multimedia information systems (MMISs), with video developing as a technology of images and audio as one of signals. But when we use video and audio, we do so for their content. This is a semantic issue. Current research in multimedia on semantic content-based models has adopted a structure-oriented approach, where video and audio content is described on a frame-by-frame or segment-by-segment basis (where a segment is an arbitrary set of contiguous frames). This approach has failed to cater for semantic aspects, and thus has not been fully effective when used within an MMIS. The research undertaken for this thesis reveals seven semantic aspects of video and audio: (1) explicit media structure; (2) objects; (3) spatial relationships between objects; (4) events and actions involving objects; (5) temporal relationships between events and actions; (6) integration of syntactic and semantic information; and (7) direct user-media interaction. This thesis develops a full-scale semantic content-based model that caters for the above seven semantic aspects of video and audio. To achieve this, it uses an entities of interest approach, instead of a structure-oriented one, where the MMIS integrates relevant semantic content-based information about video and audio with information about the entities of interest to the system, e.g. mountains, vehicles, employees. A method for developing an interactive MMIS that encompasses the model is also described. Both the method and the model are used in the development of ARISTOTLE, an interactive instructional MMIS for teaching young children about zoology, in order to demonstrate their operation