Collaborative Authoring of Adaptive Educational Hypermedia by Enriching a Semantic Wiki’s Output

This research is concerned with harnessing collaborative approaches for the authoring of Adaptive Educational Hypermedia (AEH) systems. It involves the enhancement of Semantic Wikis with pedagogy aware features to this end. There are many challenges in understanding how communities of interest can efficiently collaborate for learning content authoring, in introducing pedagogy to the developed knowledge models and in specifying user models for efficient delivery of AEH systems. The contribution of this work will be the development of a model of collaborative authoring which includes domain specification, content elicitation, and definition of pedagogic approach. The proposed model will be implemented in a prototype AEH authoring system that will be tested and evaluated in a formal education context

eMath 3.0: building blocks for a social and semantic Web for online mathematics & elearning

In this paper we present recent developments in content markup for mathematics, and a corresponding software stack that functions as an enabling technology for a social and semantic web for the STEM disciplines. We show the potential of this technology in two eMath 3.0 applications: PlanetMathRedux, a re-implementation of the mathematical encyclopedia PlanetMath.org, and PantaRheiRedux, a community reader for course materials. These applications indicate both present and potential uses for this software as a basis for eLearning applications in Science, Technology, Engineering and Mathematics through the addition of suitable pedagogies

Semantic wiki engines: a state of the art

Abstract. This paper is a survey about semantic wikis and the use of semantic Web technologies by wiki engines. First, it presents the main notions related to semantic wikis. Then, twelve active semantic wiki projects are compared, according to various viewpoints such as knowledge representation philosophy, use of semantic Web standards and system usability. Finally, a formal concept analysis approach is carried out to provide a guideline for the choice of semantic wiki engine, given a set of needed features. In conclusion, the paper argues about semantic wiki issues such as the weaknesses of some semantic wiki engine interoperability

Improving Negative Sampling for Word Representation using Self-embedded Features

Although the word-popularity based negative sampler has shown superb performance in the skip-gram model, the theoretical motivation behind oversampling popular (non-observed) words as negative samples is still not well understood. In this paper, we start from an investigation of the gradient vanishing issue in the skipgram model without a proper negative sampler. By performing an insightful analysis from the stochastic gradient descent (SGD) learning perspective, we demonstrate that, both theoretically and intuitively, negative samples with larger inner product scores are more informative than those with lower scores for the SGD learner in terms of both convergence rate and accuracy. Understanding this, we propose an alternative sampling algorithm that dynamically selects informative negative samples during each SGD update. More importantly, the proposed sampler accounts for multi-dimensional self-embedded features during the sampling process, which essentially makes it more effective than the original popularity-based (one-dimensional) sampler. Empirical experiments further verify our observations, and show that our fine-grained samplers gain significant improvement over the existing ones without increasing computational complexity.Comment: Accepted in WSDM 201

Les moteurs de wikis sémantiques : un état de l'art

Cet article est un état de l'art sur les wikis sémantiques et l'utilisation des technologies du Web sémantique par les moteurs de wiki. Les principales notions liées aux wikis sémantiques sont d'abord présentées. Ensuite, douze projets actifs de moteurs de wiki sont comparés selon différents points de vue tels que la philosophie de représentation de la connaissance, l'utilisation des standards du Web sémantique et la maniabilité des systèmes. Finalement, des recommandations sont données afin de guider dans le choix du moteur de wiki en fonction des fonctionnalités désirées. En conclusion, les auteurs s'interrogent sur les perspectives des wikis sémantiques telles que la faible interopérabilité de certains moteurs

NeuronBank: A Tool for Cataloging Neuronal Circuitry

The basic unit of any nervous system is the neuron. Therefore, understanding the operation of nervous systems ultimately requires an inventory of their constituent neurons and synaptic connectivity, which form neural circuits. The presence of uniquely identifiable neurons or classes of neurons in many invertebrates has facilitated the construction of cellular-level connectivity diagrams that can be generalized across individuals within a species. Homologous neurons can also be recognized across species. Here we describe NeuronBank.org, a web-based tool that we are developing for cataloging, searching, and analyzing neuronal circuitry within and across species. Information from a single species is represented in an individual branch of NeuronBank. Users can search within a branch or perform queries across branches to look for similarities in neuronal circuits across species. The branches allow for an extensible ontology so that additional characteristics can be added as knowledge grows. Each entry in NeuronBank generates a unique accession ID, allowing it to be easily cited. There is also an automatic link to a Wiki page allowing an encyclopedic explanation of the entry. All of the 44 previously published neurons plus one previously unpublished neuron from the mollusc, Tritonia diomedea, have been entered into a branch of NeuronBank as have 4 previously published neurons from the mollusc, Melibe leonina. The ability to organize information about neuronal circuits will make this information more accessible, ultimately aiding research on these important models

Awareness support for learning designers in collaborative authoring for adaptive learning

Adaptive learning systems offer students a range of appropriate learning options based on the learners’ characteristics. It is, therefore, necessary for such systems to maintain a hyperspace and knowledge space that consists of a large volume of domain and pedagogical knowledge, learner information, and adaptation rules. As a consequence, for a solitary teacher, developing learning resources would be time consuming and requires the teacher to be an expert of many topics. In this research, the problems of authoring adaptive learning resources are classified into issues concerning interoperability, efficiency, and collaboration.This research particularly addresses the question of how teachers can collaborate in authoring adaptive learning resources and be aware of what has happened in the authoring process. In order to experiment with collaboration, it was necessary to design a collaborative authoring environment for adaptive learning. This was achieved by extending an open sourced authoring tool of IMS Learning Design (IMS LD), ReCourse, to be a prototype of Collaborative ReCourse that includes the workspace awareness information features: Notes and History. It is designed as a tool for asynchronous collaboration for small groups of learning designers. IMS LD supports interoperability and adaptation. Two experiments were conducted. The first experiment was a workspace awareness study in which participants took part in an artificial collaborative scenario. They were divided into 2 groups; one group worked with ReCourse, the other with Collaborative ReCourse. The results provide evidence regarding the advantages of Notes and History for enhancing workspace awareness in collaborative authoring of learning designs.The second study tested the system more thoroughly as the participants had to work toward real goals over a much longer time frame. They were divided into four groups; two groups worked with ReCourse, while the others worked with Collaborative ReCourse. The experiment result showed that authoring of learning designs can be approached with a Process Structure method with implicit coordination and without role assignment. It also provides evidence that collaboration is possible for authoring IMS LD Level A for non-adapting and Level B for adapting materials. Notes and History assist in producing good quality output.This research has several contributions. From the literature study, it presents a comparison analysis of existing authoring tools, as well as learning standards. Furthermore, it presents a collaborative authoring approach for creating learning designs and describes the granularity level on which collaborative authoring for learning designs can be carried out. Finally, experiments using this approach show the advantages of having Notes and History for enhancing workspace awareness that and how they benefit the quality of learning designs

Engage D1.2 Final Project Results Report

This deliverable summarises the activities and results of Engage, the SESAR 2020 Knowledge Transfer Network (KTN). The KTN initiated and supported multiple activities for SESAR and the European air traffic management (ATM) community, including PhDs, focused catalyst fund projects, thematic workshops, summer schools and the launch of a wiki as the one-stop, go-to source for ATM research and knowledge in Europe. Key throughout was the integration of exploratory and industrial research, thus expediting the innovation pipeline and bringing researchers together. These activities laid valuable foundations for the SESAR Digital Academy