The Semantic Student: Using Knowledge Modeling Activities to Enhance Enquiry-Based Group Learning in Engineering Education

This paper argues that training engineering students in basic knowledge modeling techniques, using linked data principles, and semantic Web tools – within an enquiry-based group learning environment – enables them to enhance their domain knowledge, and their meta-cognitive skills. Knowledge modeling skills are in keeping with the principles of Universal Design for instruction. Learners are empowered with the regulation of cognition as they become more aware of their own development. This semantic student approach was trialed with a group of 3rd year Computer Engineering Students taking a module on computer architecture. An enquiry-based group learning activity was developed to help learners meet selected module learning outcomes. Learners were required to use semantic feature analysis and linked data principles to create a visual model of their knowledge structure. Results show that overall student attainment was increased when knowledge modeling activities were included as part of the learning process. A recommendation for practice to incorporate knowledge modeling as a learning strategy within an overall engineering curriculum framework is described. This can be achieved using semantic Web technologies such as semantic wikis and linked data tools

Construction by Linking: The Linkbase Method

The success of many innovative Web applications is not based on the content they produce – but on how they combine and link existing content. Older Web Engineering methods lack flexibility in a sense that they rely strongly on a-priori knowledge of existing content structures and do not take into account initially unknown content sources. We propose the adoption of principles that are also found in Component-based Software Engineering, to assemble highly extensible solutions from reusable artifacts. The main contribution of our work is a support system, consisting of a central service that manages n:m relationships between arbitrary Web resources, and of Web application components that realize navigation, presentation, and interaction for the linked content. Categories and Subject Descriptor

STEM Initiatives: Stimulating Students to Improve Science and Mathematics Achievement

The article focuses on how concepts in science, technology education, and mathematics show powerful relationships when it comes to student learning. Learning theorists believe that, through designed learning environments (contexts) and learning with hands-on projects, new knowledge can not only be learned, but learned in such a way that the knowledge can be transferred for other applications. Scholars in the applied sciences (school science, technology, and mathematics) believe that these subjects have transfer among themselves and that engineering activities can establish the contexts to learn these subjects, plus aid in the transfer of knowledge. This collaborative movement is referred to as STEM — integrating instruction in science, technology education, engineering, and mathematics. For more information on the national standards, conduct a web search for National Science Education Standards (1996), Standards for Technological Literacy: Content for the Study of Technology (2000/2002), and Principles and Standards for School Mathematics, (2000)

A manifesto for Web Science

A clarion call for a new research agenda has been sounded, notably by Berners-Lee et al (2006a 2006b) and Hendler et al (2008) for a ‘science of decentralised information systems’ to ‘discover’ generative mechanisms, and synthesise knowledge and technology to push both forwards. Computer Science alone - focussing as it does on the engineering/technology of the web - could not deliver the ambitions of this new agenda. Equally, other disciplines implicated in Web Science might use the web to support their research, or be interested in virtual life, but they lacked a coherent or unifying mandate for engaging with the web. By calling for Web Science these pioneers opened up a new space. But this is uncharted terrain. As a technology the web is still new. While it has grown rapidly and unexpectedly we are only just beginning to think about the web as a phenomena to be studied. The proponents of Web Science had the vision to see that this new approach had to include disciplines beyond their own; it had to be greater than the sum of the parts of individual disciplines. This is a radical call to leave disciplinary silos and work collaboratively to produce something bigger and better. Moreover, it takes in the founding principles of the web and a desire for a web that is pro-human: this is a call for a science that is capable of insight and intervention to create a better world. Our paper aims to take up this challenge and suggests how we might map the Web Science terrain. We come at this from a slightly different direction to the web science pioneers and want to demonstrate how social science can, and indeed must, contribute to developing Web Science. This paper will explore the contribution of social theory and sociological concepts that shape how we engage with the web. We focus on four key aspects which seem to be central to this understanding. Firstly co-constitution, the fact that the web both shapes and is shaped by humans/society. Secondly the importance of heterogeneous networks of multiple and diverse actors (including technologies themselves) that make the web as we know it. Thirdly the significance of performativity, that the web is an unfolding, enacted practice, as people interact with http to build ‘the web’ moment by moment. Finally, drawing these ideas together we see the web we have now as an immutable mobile or temporarily stabilised network. We use these ideas to map what web science could be and to suggest how we might use sociology to understand the web. Our aim is to provoke and stimulate debate and to move beyond superficial popular psychology and sociology (which envisages engineering human behaviour) and to challenge some of the ways in which social science has engaged with technology and technical actors. To facilitate this, and taking our lead from Donna Harroway, the paper sets out a radical manifesto for web science

Essentials In Ontology Engineering: Methodologies, Languages, And Tools

In the beginning of the 90s, ontology development was similar to an art: ontology developers did not have clear guidelines on how to build ontologies but only some design criteria to be followed. Work on principles, methods and methodologies, together with supporting technologies and languages, made ontology development become an engineering discipline, the so-called Ontology Engineering. Ontology Engineering refers to the set of activities that concern the ontology development process and the ontology life cycle, the methods and methodologies for building ontologies, and the tool suites and languages that support them. Thanks to the work done in the Ontology Engineering field, the development of ontologies within and between teams has increased and improved, as well as the possibility of reusing ontologies in other developments and in final applications. Currently, ontologies are widely used in (a) Knowledge Engineering, Artificial Intelligence and Computer Science, (b) applications related to knowledge management, natural language processing, e-commerce, intelligent information integration, information retrieval, database design and integration, bio-informatics, education, and (c) the Semantic Web, the Semantic Grid, and the Linked Data initiative. In this paper, we provide an overview of Ontology Engineering, mentioning the most outstanding and used methodologies, languages, and tools for building ontologies. In addition, we include some words on how all these elements can be used in the Linked Data initiative

Web Systems Integration

Ever wonder how Amazon.com works? You\u27ll have a better idea when this workshop is over. Ever heard of web services? Ever seen them work? If you ever plan on working with, for, or against IT people, this workshop is for you. In this workshop you learn about and build real technologies that real companies are using in real situations. The focus of this workshop is on systems integration specifically building knowledge on top of the development skills learned in analysis, design, database, programming, and networks. Because interoperability was one of the guiding principles behind the Internet, web systems integration provides a strong technology base for integrating diverse applications. To highlight this interoperability and integration, the presentation illustrates Web Services, one of the ultimate integrated technologies on the Internet. This workshop is intended to teach faculty members who are interested in a web systems integration course for their departmental curriculum. The course is hands-on and requires attention to detail by instructor. From an instructor’s perspective, this course consistently has students from Information Systems, Computer Science, and Computer Engineering. This is useful for boosting departmental enrollments and creating connections between university departments. From a student’s perspective, the course consistently rates highly as useful for critical thinking, systems thinking, and job searching. This workshop illustrates the tenets of the course and points in the right direction for getting this course up and running

Colonising the Field ) Who,s Playing with Web-based Information Systems Development?

domain of systems and software development, in both practice and research. Surprisingly, while there would appear to be many common activities, the academic fields have traditionally had limited overlap or shared experience. The information systems school has largely focused on in-house systems, concentrating on the socio-technical approach toward systems development while software engineering attempts to apply engineering principles and formal methods to the production of software systems. However the fields collide where new, Web-based systems share both in-house usage and external commercial software characteristics. While it might be expected that practitioners would be informed by innovative development methods, research indicates that practitioners are not making use of new multimedia and web development method and techniques. The crossover between the fields of IS and SE resurrects up some old problems and new questions. This paper traces the roots of IS and SE; briefly contrasts education and research of each; and examines the differences and common areas of the fields. From a study of how each field is characterised an IS body of knowledge (ISBOK) is identified. How Web-based Information Systems relate to each field is discussed and from the analysis a simple classification framework is constructed, weighing a systems life cycle against quality. The paper concludes with a call for greater cross-fertilization between the fields. Finally the authors suggest important subjects that IS researchers should be studying and others that should be of interest to both SE and IS researchers

Enhancement of Mechanical Engineering Curriculum to Introduce Manufacturing Techniques and Principles for Bio-inspired Product Development

ABSTRACT Bio-inspired products and devices take their inspiration from nature 1. Insert a new sequence of instructional materials on bio-inspired concepts into the mechanical engineering curriculum. 2. Disseminate the materials developed for the new modules and course notes through a dedicated web site. As a result of the curriculum enhancement, a new generation of mechanical engineers will acquire the knowledge necessary to develop products and conduct research for a wide variety of applications utilizing bio-inspired concepts. The project (1) integrates emerging manufacturing technologies based on biological principles into the Mechanical Engineering curriculum, (2) utilizes multi-media technology for disseminating course content, and (3) trains graduate students and faculty participating in its implementation in an emerging technology and thereby contribute to faculty development. Specifically, curriculum is being developed that discusses the following manufacturing technologies and principles