895,964 research outputs found
Models of Interaction as a Grounding for Peer to Peer Knowledge Sharing
Most current attempts to achieve reliable knowledge sharing on a large scale have relied on pre-engineering of content and supply services. This, like traditional knowledge engineering, does not by itself scale to large, open, peer to peer systems because the cost of being precise about the absolute semantics of services and their knowledge rises rapidly as more services participate. We describe how to break out of this deadlock by focusing on semantics related to interaction and using this to avoid dependency on a priori semantic agreement; instead making semantic commitments incrementally at run time. Our method is based on interaction models that are mobile in the sense that they may be transferred to other components, this being a mechanism for service composition and for coalition formation. By shifting the emphasis to interaction (the details of which may be hidden from users) we can obtain knowledge sharing of sufficient quality for sustainable communities of practice without the barrier of complex meta-data provision prior to community formation
Group role-play as a method of facilitating student to student interaction and making theory relevant
Large group settings, which often mean less peer to peer interaction among students, are increasingly common in many UK universities. This paper proposes group role-play as one possible teaching method in a large group of students, and aims to evaluate how it affects peer to peer interaction and its perceived learning benefits. The findings suggest that group role-play does encourage interaction between students and facilitates their understanding of the applicability of theories to practice. However, this study also found that group role-play should be mixed with a lecture, and that the tutor has to pay attention to time management and the motivation of a student to get involved
Supporting peer interaction in online learning environments
This paper reports two studies into the efficacy of sentence openers to foster online peer-to-peer interaction. Sentence openers are pre-defined ways to start an utterance that are implemented in communication facilities as menu’s or buttons. In the first study, typical opening phrases were derived from naturally occurring online dialogues. The resulting set of sentence openers was implemented in a semi-structured chat tool that allowed students to compose messages in a freetext area or via sentence openers. In the second study, this tool was used to explore the students’ appreciation and unprompted use of sentence openers. Results indicate that students hardly used sentence openers and were skeptical of their usefulness. Because both measures were negatively correlated with students’ prior chat experience, optional use of sentence openers may not be the best way to support students’ online interaction. Based on these findings, alternative ways of using sentence openers are discussed and topics for further research are advanced
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Distributed mentoring: peer interaction and collaborative learning in P2PU
This paper explores how learning design and peer behaviour develops and evolves in a free, open online learning community, the Peer-to-peer university (P2PU). Drawing on ideas relating to 'participatory learning' (Seely-Brown and Adler, 2008), it begins with a theoretical discussion of the ways in which the infrastructural and the social dimensions of peer learning are expressed in terms of the design of three courses, and in relation to mentoring and peer interaction. Evident from the textual interface and social organization of the three courses is that the role of the instructor or course organizer adheres a cooperative model (Burge, 1994), reflected in the aggregation and filtering of materials and the evolution of pedagogical modeling. While the models of participation and engagement vary, depending on socio-technical factors, evident is that the governance model allows both for light models of involvement and the evolution of inquiry towards what we would like to call 'distributed' mentoring. We conclude with an evaluation of the ways in which the courses under study promote a participatory infrastructure, that not only can make the process of learning transparent, but also represent a relationship between teaching and learning in an open fashion
Multimedia Markup Tools for OpenKnowledge
OpenKnowledge is a peer-to-peer system for sharing knowledge and is driven by interaction models that give the necessary context for mapping of ontological knowledge fragments necessary for the interaction to take place. The OpenKnowledge system is agnostic to any specific data formats that are used in the interactions, relying on ontology mapping techniques for shimming the messages. The potentially large search space for matching ontologies is reduced by the shared context of the interaction. In this paper we investigate what this means for multimedia data on the OpenKnowledge network by discussing how an existing application that provides multimedia annotation (the Semantic Logger) can be migrated into the OpenKnowledge domain
I Admire His Willingness In Helping Others…": Lesson Learned By A Peer Buddy In an Inclusive Classroom
As argued by Lewis (1 995) that regular student can gain advantage from interaction with special needs students. One of the interaction model can be achieved through peer buddy. Peer buddy is an approach which can be used to create a mutual relationship between regular students and students with variation of disability. The purpose of this study is to describe the belief, attitude, behavior of a peer buddy toward his special needs mate, and to portray his perception of what he gaim from this relationship. The authors used a qualitative case study design. Data was gathered from interview toward a peer buddy of a special need student with Cerebral Palsy in an inclusive classroom. The data was analyzed compared to interview data of the special needs mate, also data from classroom teacher and special needs teacher. Transcribed interview texts were analyzed to identify themes and key issues related to peer buddy characteristics, his belief, attitude and behavior toward the special needs student. The study produced findings, i.e, first, positive belief tend to lead to positive attitude and behavioral intention toward special need friends. Secondly, the benefit for peer buddy is increase in awareness of diversity and their friends' unique capabilities. As it is reflected by the peer buddy, as followed "Usually kid like him is the one who receives helps, but instead he helps other.. .. I admire his willingness in helping others ... .. " The findings from this study suggest that in order to provide the special students better, there are a need in enhancing classmate comprehension of special needs, improvement in school accessibility and facilities for special needs, and factors to be considered in peer buddy selection
GRIDKIT: Pluggable overlay networks for Grid computing
A `second generation' approach to the provision of Grid middleware is now emerging which is built on service-oriented architecture and web services standards and technologies. However, advanced Grid applications have significant demands that are not addressed by present-day web services platforms. As one prime example, current platforms do not support the rich diversity of communication `interaction types' that are demanded by advanced applications (e.g. publish-subscribe, media streaming, peer-to-peer interaction). In the paper we describe the Gridkit middleware which augments the basic service-oriented architecture to address this particular deficiency. We particularly focus on the communications infrastructure support required to support multiple interaction types in a unified, principled and extensible manner-which we present in terms of the novel concept of pluggable overlay networks
Sensing and visualizing spatial relations of mobile devices
Location information can be used to enhance interaction with mobile devices. While many location systems require instrumentation of the environment, we present a system that allows devices to measure their spatial relations in a true peer-to-peer fashion. The system is based on custom sensor hardware implemented as USB dongle, and computes spatial relations in real-time. In extension of this system we propose a set of spatialized widgets for incorporation of spatial relations in the user interface. The use of these widgets is illustrated in a number of applications, showing how spatial relations can be employed to support and streamline interaction with mobile devices
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