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

Enabling collaboration in virtual reality navigators

In this paper we characterize a feature superset for Collaborative Virtual Reality Environments (CVRE), and derive a component framework to transform stand-alone VR navigators into full-fledged multithreaded collaborative environments. The contributions of our approach rely on a cost-effective and extensible technique for loading software components into separate POSIX threads for rendering, user interaction and network communications, and adding a top layer for managing session collaboration. The framework recasts a VR navigator under a distributed peer-to-peer topology for scene and object sharing, using callback hooks for broadcasting remote events and multicamera perspective sharing with avatar interaction. We validate the framework by applying it to our own ALICE VR Navigator. Experimental results show that our approach has good performance in the collaborative inspection of complex models.Postprint (published version

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

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

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

Toward Self-Organising Service Communities

This paper discusses a framework in which catalog service communities are built, linked for interaction, and constantly monitored and adapted over time. A catalog service community (represented as a peer node in a peer-to-peer network) in our system can be viewed as domain specific data integration mediators representing the domain knowledge and the registry information. The query routing among communities is performed to identify a set of data sources that are relevant to answering a given query. The system monitors the interactions between the communities to discover patterns that may lead to restructuring of the network (e.g., irrelevant peers removed, new relationships created, etc.)

Peer heterogeneity, school tracking and students'performances: evidence from Pisa 2006

This paper analyses the interaction between school tracking policies and peer effects in OECD countries. Using the PISA 2006 dataset, we show that the linear peer effects are stronger and more concave-shaped in the early-tracking educational system than in the comprehensive one. Second, and more interestingly, the effect of peer heterogeneity goes in opposite directions in the two systems. In both student- and school-level estimates, peer heterogeneity reduces students’ achievements in the comprehensive system while it has a positive impact in the early-tracking one. For late tracking countries, this result appears driven by pupils attending vocationally-oriented programs. Finally, peer effects are stronger for low ability students in both groups of countries.peer heterogeneity, peer effects; schooling tracking, educational production functions

Electronic peer review: a large cohort teaching themselves?

[Abstract]: Electronic peer review can empower lecturers of large courses to produce rapid feedback, promote social interaction and encourage higher order learning for students. But what are the payoffs to educators? Do students recognise the benefits of such a system? Foundation Computing is one of the largest courses at the University of Southern Queensland. A system of electronic submission and peer reviewing with instructor moderation is now being used in this course. This system is innovative and unique and delivers benefits to students, lecturers and the University. This system has been evaluated, proven successful and is being considered for wider use

LUNES: Agent-based Simulation of P2P Systems (Extended Version)

We present LUNES, an agent-based Large Unstructured NEtwork Simulator, which allows to simulate complex networks composed of a high number of nodes. LUNES is modular, since it splits the three phases of network topology creation, protocol simulation and performance evaluation. This permits to easily integrate external software tools into the main software architecture. The simulation of the interaction protocols among network nodes is performed via a simulation middleware that supports both the sequential and the parallel/distributed simulation approaches. In the latter case, a specific mechanism for the communication overhead-reduction is used; this guarantees high levels of performance and scalability. To demonstrate the efficiency of LUNES, we test the simulator with gossip protocols executed on top of networks (representing peer-to-peer overlays), generated with different topologies. Results demonstrate the effectiveness of the proposed approach.Comment: Proceedings of the International Workshop on Modeling and Simulation of Peer-to-Peer Architectures and Systems (MOSPAS 2011). As part of the 2011 International Conference on High Performance Computing and Simulation (HPCS 2011