A visual exploration workflow as enabler for the exploitation of Linked Open Data

Abstract. Semantically annotating and interlinking Open Data results in Linked Open Data which concisely and unambiguously describes a knowledge domain. However, the uptake of the Linked Data depends on its usefulness to non-Semantic Web experts. Failing to support data consumers to understand the added-value of Linked Data and possible exploitation opportunities could inhibit its diffusion. In this paper, we propose an interactive visual workflow for discovering and ex-ploring Linked Open Data. We implemented the workflow considering academic library metadata and carried out a qualitative evaluation. We assessed the work-flow’s potential impact on data consumers which bridges the offer: published Linked Open Data; and the demand as requests for: (i) higher quality data; and (ii) more applications that re-use data. More than 70 % of the 34 test users agreed that the workflow fulfills its goal: it facilitates non-Semantic Web experts to un-derstand the potential of Linked Open Data.

NAVIGATION SUPPORT AND SOCIAL VISUALIZATION FOR PERSONALIZED E-LEARNING

A large number of educational resources is now made available on the Web to support both regular classroom learning and online learning. However, the abundance of available content produced at least two problems: how to help students to find the most appropriate resources and how to engage them into using these resources and benefit from them. Personalized and social learning have been suggested as potential ways to address these problems. This work attempts to combine the ideas of personalized and social learning by providing navigation support through an open social student modeling visualization. A series of classroom studies exploited the idea of the approach and revealed promising results, which demonstrated the personalized guidance and social visualization combined helped students to find the most relevant resources of parameterized self-assessment questions for Java programming. Thus, this dissertation extend the approach to a larger collection of learning objects for cross content navigation and verify its capability of supporting social visualization for personalized E-Learning. The study results confirm that working with the non-mandatory system, students enhanced the learning quality in increasing their motivation and engagement. They successfully achieved better learning results. Meanwhile, incorporating a mixed collection of content in the open social student modeling visualizations effectively led the students to work at the right level of questions. Both strong and weak student worked with the appropriate levels of questions for their readiness accordingly and yielded a consistent performance across all three levels of complexities. Additionally, providing a more realistic content collection on the navigation supported open social student modeling visualizations results in a uniform performance in the group. The classroom study revealed a clear pattern of social guidance, where the stronger students left the traces for weaker ones to follow. The subjective evaluation confirms the design of the interface in terms of the content organization. Students’ positive responses also compliment the objective system usage data

Using Ontologies for the Design of Data Warehouses

Obtaining an implementation of a data warehouse is a complex task that forces designers to acquire wide knowledge of the domain, thus requiring a high level of expertise and becoming it a prone-to-fail task. Based on our experience, we have detected a set of situations we have faced up with in real-world projects in which we believe that the use of ontologies will improve several aspects of the design of data warehouses. The aim of this article is to describe several shortcomings of current data warehouse design approaches and discuss the benefit of using ontologies to overcome them. This work is a starting point for discussing the convenience of using ontologies in data warehouse design.Comment: 15 pages, 2 figure

NEW shared & interconnected ASL resources: SignStream® 3 Software; DAI 2 for web access to linguistically annotated video corpora; and a sign bank

2017 marked the release of a new version of SignStream® software, designed to facilitate linguistic analysis of ASL video. SignStream® provides an intuitive interface for labeling and time-aligning manual and non-manual components of the signing. Version 3 has many new features. For example, it enables representation of morpho-phonological information, including display of handshapes. An expanding ASL video corpus, annotated through use of SignStream®, is shared publicly on the Web. This corpus (video plus annotations) is Web-accessible—browsable, searchable, and downloadable—thanks to a new, improved version of our Data Access Interface: DAI 2. DAI 2 also offers Web access to a brand new Sign Bank, containing about 10,000 examples of about 3,000 distinct signs, as produced by up to 9 different ASL signers. This Sign Bank is also directly accessible from within SignStream®, thereby boosting the efficiency and consistency of annotation; new items can also be added to the Sign Bank. Soon to be integrated into SignStream® 3 and DAI 2 are visualizations of computer-generated analyses of the video: graphical display of eyebrow height, eye aperture, an

CAiSE Radar 2016

The CAiSE Radar is an experimental format, established for CAiSE 2016, to make CAiSE workshops livelier, exciting, stimulate discussions, and attract additional active participants by establishing an environment where not only well established and validated research is reported but research in infancy, new ideas, and potentially interesting research projects can be presented and discussed. So similarly to a radar, the idea is to enable researchers to look into the future of the field and identify upcoming trends early. The aim of such effort is on one hand to contribute to the building of research communities and promote the integration of young researchers into the community, and on the other hand to provide opportunities to discuss ideas early and to receive additional opinions on planned research

The Role of Artificial Intelligence in Educating Novice Programmers

Programming is an inherently difficult skill to acquire and develop. Those who attempt to learn programming may be easily discouraged. The current landscape for computer science education does not address the needs of every novice programmer. Literature reports a discrepancy between student misconceptions and instructors’ perceptions of those misconceptions. Those who can afford a one-on-one human tutor perform on average two standard deviations better than those who learn via conventional methods, suggesting there is a need for a comparable, cheaper replacement. As a result, a number of intelligent tutoring systems have been developed for the purpose of teaching introductory programming concepts and replicating the benefits of one-on-one human tutoring. In this thesis, we analyze and discuss the literature pertaining to student misconceptions, selecting five fundamental misconception categories for introductory programming to demonstrate the effectiveness of existing intelligent tutoring systems. The features of existing intelligent tutoring systems are discussed and analyzed with respect to their effectiveness in addressing student misconceptions. Finally, we highlight the current gap in research on intelligent tutoring systems, hypothesizing the architecture and features of an ideal intelligent tutoring system for introductory programming.Electrical and Computer Engineerin