Languaging critical thinking as a process of meaning making in student argumentative writing

This thesis provides a linguistic theorisation of critical thinking manifested in student argumentative writing. Literature has indicated that much of the work on critical thinking focuses on concepts from the critical thinking movement. These concepts draw on philosophical, cognitive psychological and educational theoretical foundations, which are largely hypothetical and are often contested. The literature, however, has also fundamentally conceived argumentation as an underlying principle of critical thinking, which involves skills in constructing a coherent line of reasoning, evaluating and examining differing perspectives on an issue, and establishing a stance with regard to these perspectives. Such conception becomes a basis for a linguistic focus in this study to provide a comprehensive account of how these aspects of critical thinking skills implicate the use of language in writing. The theorisation of the important aspects of critical thinking was substantiated through a detailed, multi-layered linguistic analysis of the patternings of meanings students enacted in constructing an argument in discussion texts. These texts were produced before and during a course of an intervention program that implemented a genre-based pedagogy in a regular Writing IV subject in two iterations. The pedagogic intervention equipped the students with the necessary knowledge about language to manage the demands of the texts. Eighteen texts representative of three high and three low achieving students were analysed with tools from a social semiotic theory of language as meaning, Systemic Functional Linguistic (SFL), to show the students’ developing meaning potential, or ontogenesis for constructing the argument. The development indicating particular choices of meaning that were made and more valued from the overall meaning potential of language signified the emergence of the students’ skills in thinking critically. Two main aspects within the SFL theory constituted the core theoretical foundation for the linguistic analysis of the students’ texts – genre theory as a theorisation of meaning making at the level of context, and the APPRAISAL systems as a theorisation of meaning making at the level of discourse semantics

Maps of Lessons Learnt in Requirements Engineering

Both researchers and practitioners have emphasized the importance of learning from past experiences and its consequential impact on project time, cost, and quality. However, from the survey we conducted of requirements engineering (RE) practitioners, over 70\% of the respondents stated that they seldom use RE lessons in the RE process, though 85\% of these would use such lessons if readily available. Our observation, however, is that RE lessons are scattered, mainly implicitly, in the literature and practice, which obviously, does not help the situation. We, therefore, present ``maps” of RE lessons which would highlight weak (dark) and strong (bright) areas of RE (and hence RE theories). Such maps would thus be: (a) a driver for research to ``light up” the darker areas of RE and (b) a guide for practice to benefit from the brighter areas. To achieve this goal, we populated the maps with over 200 RE lessons elicited from literature and practice using a systematic literature review and survey. The results show that approximately 80\% of the elicited lessons are implicit and that approximately 70\% of the lessons deal with the elicitation, analysis, and specification RE phases only. The RE Lesson Maps, elicited lessons, and the results from populating the maps provide novel scientific groundings for lessons learnt in RE as this topic has not yet been systematically studied in the field

Towards a practitioner-centered approach to the design of e-learning competence editors

Girardin, F., Ayman, M., & Josep, B. (2007). Towards a practitioner-centered approach to the design of e-learning competence editors. In T. Navarrete, J. Blat & R. Koper (Eds.), Proceedings of the 3rd TENComptence Open workshop 'Current Research on IMS Learning Design and Lifelong Competence Development Infrastucture' (pp. 99-104). June, 20-21, 2007, Barcelona, Spain: TENCompetence.This article reports on the background research on requirements and current approaches to editors for learning curriculum designers. First we take a critique look at the state of the art in the domain of learning activity editors. We then look back in the information visualization and interaction literature to discuss the design challenged of such tools. From these current theories and applied works we define a set a rules that are crucial for the design of CDP editors based developed on top of complex e-learning models. Finally, we exemplify the set of design rules with a prototype integrating tightly coupled map-based and Gantt chart views.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

Ubiquitous Semantic Applications

As Semantic Web technology evolves many open areas emerge, which attract more research focus. In addition to quickly expanding Linked Open Data (LOD) cloud, various embeddable metadata formats (e.g. RDFa, microdata) are becoming more common. Corporations are already using existing Web of Data to create new technologies that were not possible before. Watson by IBM an artificial intelligence computer system capable of answering questions posed in natural language can be a great example. On the other hand, ubiquitous devices that have a large number of sensors and integrated devices are becoming increasingly powerful and fully featured computing platforms in our pockets and homes. For many people smartphones and tablet computers have already replaced traditional computers as their window to the Internet and to the Web. Hence, the management and presentation of information that is useful to a user is a main requirement for today’s smartphones. And it is becoming extremely important to provide access to the emerging Web of Data from the ubiquitous devices. In this thesis we investigate how ubiquitous devices can interact with the Semantic Web. We discovered that there are five different approaches for bringing the Semantic Web to ubiquitous devices. We have outlined and discussed in detail existing challenges in implementing this approaches in section 1.2. We have described a conceptual framework for ubiquitous semantic applications in chapter 4. We distinguish three client approaches for accessing semantic data using ubiquitous devices depending on how much of the semantic data processing is performed on the device itself (thin, hybrid and fat clients). These are discussed in chapter 5 along with the solution to every related challenge. Two provider approaches (fat and hybrid) can be distinguished for exposing data from ubiquitous devices on the Semantic Web. These are discussed in chapter 6 along with the solution to every related challenge. We conclude our work with a discussion on each of the contributions of the thesis and propose future work for each of the discussed approach in chapter 7