A Survey of Languages for Specifying Dynamics: A Knowledge Engineering Perspective

A number of formal specification languages for knowledge-based systems has been developed. Characteristics for knowledge-based systems are a complex knowledge base and an inference engine which uses this knowledge to solve a given problem. Specification languages for knowledge-based systems have to cover both aspects. They have to provide the means to specify a complex and large amount of knowledge and they have to provide the means to specify the dynamic reasoning behavior of a knowledge-based system. We focus on the second aspect. For this purpose, we survey existing approaches for specifying dynamic behavior in related areas of research. In fact, we have taken approaches for the specification of information systems (Language for Conceptual Modeling and TROLL), approaches for the specification of database updates and logic programming (Transaction Logic and Dynamic Database Logic) and the generic specification framework of abstract state machine

Analytic frameworks for assessing dialogic argumentation in online learning environments

Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in argumentation. This review first considers the range of functionalities incorporated within these online environments. The review then presents five categories of analytic frameworks focusing on (1) formal argumentation structure, (2) normative quality, (3) nature and function of contributions within the dialog, (4) epistemic nature of reasoning, and (5) patterns and trajectories of participant interaction. Example analytic frameworks from each category are presented in detail rich enough to illustrate their nature and structure. This rich detail is intended to facilitate researchers’ identification of possible frameworks to draw upon in developing or adopting analytic methods for their own work. Each framework is applied to a shared segment of student dialog to facilitate this illustration and comparison process. Synthetic discussions of each category consider the frameworks in light of the underlying theoretical perspectives on argumentation, pedagogical goals, and online environmental structures. Ultimately the review underscores the diversity of perspectives represented in this research, the importance of clearly specifying theoretical and environmental commitments throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future development of online learning environments for argumentation