Enhancing knowledge management in online collaborative learning

This study aims to explore two crucial aspects of collaborative work and learning: on the one hand, the importance of enabling collaborative learning applications to capture and structure the information generated by group activity and, on the other hand, to extract the relevant knowledge in order to provide learners and tutors with efficient awareness, feedback and support as regards group performance and collaboration. To this end, in this paper we first propose a conceptual model for data analysis and management that identifies and classifies the many kinds of indicators that describe collaboration and learning into high-level aspects of collaboration. Then, we provide a computational platform that, at a first step, collects and classifies both the event information generated asynchronously from the users' actions and the labeled dialogues from the synchronous collaboration according to these indicators. This information is then analyzed in next steps to eventually extract and present to participants the relevant knowledge about the collaboration. The ultimate aim of this platform is to efficiently embed information and knowledge into collaborative learning applications. We eventually suggest a generalization of our approach to be used in diverse collaborative learning situations and domains

Seismic Ray Impedance Inversion

This thesis investigates a prestack seismic inversion scheme implemented in the ray parameter domain. Conventionally, most prestack seismic inversion methods are performed in the incidence angle domain. However, inversion using the concept of ray impedance, as it honours ray path variation following the elastic parameter variation according to Snell’s law, shows the capacity to discriminate different lithologies if compared to conventional elastic impedance inversion. The procedure starts with data transformation into the ray-parameter domain and then implements the ray impedance inversion along constant ray-parameter profiles. With different constant-ray-parameter profiles, mixed-phase wavelets are initially estimated based on the high-order statistics of the data and further refined after a proper well-to-seismic tie. With the estimated wavelets ready, a Cauchy inversion method is used to invert for seismic reflectivity sequences, aiming at recovering seismic reflectivity sequences for blocky impedance inversion. The impedance inversion from reflectivity sequences adopts a standard generalised linear inversion scheme, whose results are utilised to identify rock properties and facilitate quantitative interpretation. It has also been demonstrated that we can further invert elastic parameters from ray impedance values, without eliminating an extra density term or introducing a Gardner’s relation to absorb this term. Ray impedance inversion is extended to P-S converted waves by introducing the definition of converted-wave ray impedance. This quantity shows some advantages in connecting prestack converted wave data with well logs, if compared with the shearwave elastic impedance derived from the Aki and Richards approximation to the Zoeppritz equations. An analysis of P-P and P-S wave data under the framework of ray impedance is conducted through a real multicomponent dataset, which can reduce the uncertainty in lithology identification.Inversion is the key method in generating those examples throughout the entire thesis as we believe it can render robust solutions to geophysical problems. Apart from the reflectivity sequence, ray impedance and elastic parameter inversion mentioned above, inversion methods are also adopted in transforming the prestack data from the offset domain to the ray-parameter domain, mixed-phase wavelet estimation, as well as the registration of P-P and P-S waves for the joint analysis. The ray impedance inversion methods are successfully applied to different types of datasets. In each individual step to achieving the ray impedance inversion, advantages, disadvantages as well as limitations of the algorithms adopted are detailed. As a conclusion, the ray impedance related analyses demonstrated in this thesis are highly competent compared with the classical elastic impedance methods and the author would like to recommend it for a wider application

Compressive Earth Observatory: An Insight from AIRS/AMSU Retrievals

We demonstrate that the global fields of temperature, humidity and geopotential heights admit a nearly sparse representation in the wavelet domain, offering a viable path forward to explore new paradigms of sparsity-promoting data assimilation and compressive recovery of land surface-atmospheric states from space. We illustrate this idea using retrieval products of the Atmospheric Infrared Sounder (AIRS) and Advanced Microwave Sounding Unit (AMSU) on board the Aqua satellite. The results reveal that the sparsity of the fields of temperature is relatively pressure-independent while atmospheric humidity and geopotential heights are typically sparser at lower and higher pressure levels, respectively. We provide evidence that these land-atmospheric states can be accurately estimated using a small set of measurements by taking advantage of their sparsity prior.Comment: 12 pages, 8 figures, 1 tabl

The relation between prior knowledge and students' collaborative discovery learning processes

In this study we investigate how prior knowledge influences knowledge development during collaborative discovery learning. Fifteen dyads of students (pre-university education, 15-16 years old) worked on a discovery learning task in the physics field of kinematics. The (face-to-face) communication between students was recorded and the interaction with the environment was logged. Based on students' individual judgments of the truth-value and testability of a series of domain-specific propositions, a detailed description of the knowledge configuration for each dyad was created before they entered the learning environment. Qualitative analyses of two dialogues illustrated that prior knowledge influences the discovery learning processes, and knowledge development in a pair of students. Assessments of student and dyad definitional (domain-specific) knowledge, generic (mathematical and graph) knowledge, and generic (discovery) skills were related to the students' dialogue in different discovery learning processes. Results show that a high level of definitional prior knowledge is positively related to the proportion of communication regarding the interpretation of results. Heterogeneity with respect to generic prior knowledge was positively related to the number of utterances made in the discovery process categories hypotheses generation and experimentation. Results of the qualitative analyses indicated that collaboration between extremely heterogeneous dyads is difficult when the high achiever is not willing to scaffold information and work in the low achiever's zone of proximal development