5,253 research outputs found
Working Notes from the 1992 AAAI Workshop on Automating Software Design. Theme: Domain Specific Software Design
The goal of this workshop is to identify different architectural approaches to building domain-specific software design systems and to explore issues unique to domain-specific (vs. general-purpose) software design. Some general issues that cut across the particular software design domain include: (1) knowledge representation, acquisition, and maintenance; (2) specialized software design techniques; and (3) user interaction and user interface
Computer Science's Digest Volume 2
This series of textbooks was created for the students of the Systems Engineering
Program at the University of Nariño. They have been intentionally written in English to
promote reading in a foreign language. The textbooks are a collection of reflections and
workshops on specific situations in the field of computer science, based on the authorsâ
experiences.
The main purpose of these textbooks is essentially academic. The way in which the
reflections and workshops were constructed follows a didactic structure, to facilitate
teaching and learning, making use of English as a second language. This book covers Internet and Multimedia Technology, System
Analysis and Design, and Software Engineerin
Contributions of online social networks for e-learning
The emergence of Web 2.0 offers users the opportunity to not only see but also
introduce new content and interact with the authors of original content and other users.
The structure of the Web 2.0 offers an online space for groups of people with common
interests to share experiences and information. Today, websites such as online social
networks are extremely well known worldwide, with more users each day. The concept
of Web 2.0 is based on these sites, encouraging the creation of collaborative environments of sharing among its users. Such concepts are extremely interesting when
applied in an academic environment. The use of e-learning platforms have become
widespread, however, such systems tend to be mostly mere repositories of content and
are not stimulant systems for students. Concepts such as community, relationship and
sharing, present in online social networks will be important in shaping the learning
process of the student, making him an active element in this process by encouraging
his critical spirit and his ability to solve problems
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Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges
This contribution presents findings from two empirical case studies, which followed a task-based telecollaborative learning format. Participants included student teacher trainees, tutors, and language learners from colleges/universities in Germany, Poland, the United Kingdom, and the United States. The projects aimed at promoting learner autonomy through awareness raising of modes and meaning-making online and multiliteracy skills development based on hands-on analysis of web resources and social networking tools.
It was hoped that this awareness would foster the teachers' own autonomy in virtual learning environments and enable them to design tasks whichâin turnâwould promote learner autonomy as understood by Palfreyman (2006): the informed use of a range of interacting resources in context. We argue that this awareness is reflected in enhanced multimodal communicative competence, i.e., âthe ability to understand the combined potential of various modes for making meaningâ (Royce, 2002, p. 92), and multiliteracy, with the latter allowing teachers and learners to realize the potential of blended and online only settings for language acquisition purposes. Ideally then, while becoming gradually more versed in multimodality and multiliteracy, learners can also take over more control and self-direct their own learning when working online (Benson, 2001) which are also characteristics of autonomy
Didactics of ICT in secondary education: Conceptual issues and practical perspectives
While there is a huge research literature on the field of ICT (Information and Communication
Technology) as a tool in teaching and learning, there is much less research on the area of ICT as a
subject or similar designations such as school informatics. As a result, there is a lack of
theoretical grounding of the didactics of ICT and associated teaching and learning processes. One
of the main reasons for the lack of theoretical underpinnings of the didactics of ICT is that there have
been in the past and there persist even now strong disagreements and confusion about the nature of
ICT as a school subject. While the content of the subject has been clearly defined in the school
curriculum, the didactics of ICT is still unclear. This paper suggests ways forward in formulating a
framework for conceptualizing the didactics of ICT. The framework draws on research in learning
paradigms, epistemology, general didactics, conceptual, and curricular issues of ICT. The article
also reports on implementations and evaluations of the framework that were carried out by trainee
teachers in secondary schools
A generic architecture for interactive intelligent tutoring systems
This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University, 07/06/2001.This research is focused on developing a generic intelligent architecture for an interactive tutoring system. A review of the literature in the areas of instructional theories, cognitive and social views of learning, intelligent tutoring systems development methodologies, and knowledge representation methods was conducted. As a result, a generic ITS development architecture (GeNisa) has been proposed, which combines the features of knowledge base systems (KBS) with object-oriented methodology. The GeNisa architecture consists of the following components: a tutorial events communication module, which encapsulates the interactive processes and other independent computations between different components; a software design toolkit; and an autonomous knowledge acquisition from a probabilistic knowledge base. A graphical application development environment includes tools to support application development, and learning environments and which use a case scenario as a basis for instruction. The generic architecture is designed to support client-side execution in a Web browser environment, and further testing will show that it can disseminate applications over the World Wide Web. Such an architecture can be adapted to different teaching styles and domains, and reusing instructional materials automatically can reduce the effort of the courseware developer (hence cost and time) in authoring new materials. GeNisa was implemented using Java scripts, and subsequently evaluated at various commercial and academic organisations. Parameters chosen for the evaluation include quality of courseware, relevancy of case scenarios, portability to other platforms, ease of use, content, user-friendliness, screen display, clarity, topic interest, and overall satisfaction with GeNisa. In general, the evaluation focused on the novel characteristics and performances of the GeNisa architecture in comparison with other ITS and the results obtained are discussed and analysed.
On the basis of the experience gained during the literature research and GeNisa development and evaluation. a generic methodology for ITS development is proposed as well as the requirements for the further development of ITS tools. Finally, conclusions are drawn and areas for further research are identified
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Experts on e-learning: insights gained from listening to the student voice!
The Student Experience of e-Learning Laboratory (SEEL) project at the University of Greenwich was designed to explore and then implement a number of approaches to investigate learnersâ experiences of using technology to support their learning. In this paper members of the SEEL team present initial findings from a University-wide survey of nearly a 1000 students. A selection of 90 âcameosâ, drawn from the survey data, offer further insights into personal perceptions of e-learning and illustrate the diversity of students experiences. The cameos provide a more coherent picture of individual student experience based on the
totality of each personâs responses to the questionnaire. Finally, extracts from follow-up case studies, based
on interviews with a small number of students, allow us to âhearâ the student voice more clearly. Issues arising from an analysis of the data include student preferences for communication and social networking tools, views on the âsmartnessâ of their tutorsâ uses of technology and perceptions of the value of e-learning. A primary finding and the focus of this paper, is that students effectively arrive at their own individualised selection, configuration and use of technologies and software that meets their perceived needs. This âpersonalisationâ does not imply that such configurations are the most efficient, nor does it automatically suggest that effective learning is occurring. SEEL reminds us that learners are individuals, who approach
learning both with and without technology in their own distinctive ways. Hearing, understanding and responding to the student voice is fundamental in maximising learning effectiveness. Institutions should consider actively developing the capacity of academic staff to advise students on the usefulness of particular online tools and resources in support of learning and consider the potential benefits
of building on what students already use in their everyday lives. Given the widespread perception that students tend to be âdigital nativesâ and academic staff âdigital immigrantsâ (Prensky, 2001), this could represent a considerable cultural challenge
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A literature review of the use of Web 2.0 tools in Higher Education
This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, âPeals in the Cloudâ, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching
The Specification of Requirements in the MADAE-Pro Software Process
MADAE-Pro is an ontology-driven process for multi-agent domain and application engineering which promotes the construction and reuse of agent-oriented applications families. This article introduces MADAE-Pro, emphasizing the description of its domain analysis and application requirements engineering phases and showing how software artifacts produced from the first are reused in the last one. Illustrating examples are extracted from two case studies we have conducted to evaluate MADAE-Pro. The first case study assesses the Multi-Agent Domain Engineering sub-process of MADAE-Pro through the development of a multi-agent system family of recommender systems supporting alternative (collaborative, content-based and hybrid) filtering techniques. The second one, evaluates the Multi-Agent Application Engineering sub-process of MADAE-Pro through the construction of InfoTrib, a Tax Law recommender system which provides recommendations based on new tax law information items using a content-based filtering technique. ONTOSERS and InfoTrib were modeled using ONTORMAS, a knowledge-based tool for supporting and automating the tasks of MADAEPro
Software Engineering Guidebook
The Software Engineering Guidebook describes SEPG (Software Engineering Process Group) supported processes and techniques for engineering quality software in NASA environments. Three process models are supported: structured, object-oriented, and evolutionary rapid-prototyping. The guidebook covers software life-cycles, engineering, assurance, and configuration management. The guidebook is written for managers and engineers who manage, develop, enhance, and/or maintain software under the Computer Software Services Contract
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