Collaboration in the Semantic Grid: a Basis for e-Learning

The CoAKTinG project aims to advance the state of the art in collaborative mediated spaces for the Semantic Grid. This paper presents an overview of the hypertext and knowledge based tools which have been deployed to augment existing collaborative environments, and the ontology which is used to exchange structure, promote enhanced process tracking, and aid navigation of resources before, after, and while a collaboration occurs. While the primary focus of the project has been supporting e-Science, this paper also explores the similarities and application of CoAKTinG technologies as part of a human-centred design approach to e-Learning

Is a Semantic Web Agent a Knowledge-Savvy Agent?

The issue of knowledge sharing has permeated the field of distributed AI and in particular, its successor, multiagent systems. Through the years, many research and engineering efforts have tackled the problem of encoding and sharing knowledge without the need for a single, centralized knowledge base. However, the emergence of modern computing paradigms such as distributed, open systems have highlighted the importance of sharing distributed and heterogeneous knowledge at a larger scale—possibly at the scale of the Internet. The very characteristics that define the Semantic Web—that is, dynamic, distributed, incomplete, and uncertain knowledge—suggest the need for autonomy in distributed software systems. Semantic Web research promises more than mere management of ontologies and data through the definition of machine-understandable languages. The openness and decentralization introduced by multiagent systems and service-oriented architectures give rise to new knowledge management models, for which we can’t make a priori assumptions about the type of interaction an agent or a service may be engaged in, and likewise about the message protocols and vocabulary used. We therefore discuss the problem of knowledge management for open multi-agent systems, and highlight a number of challenges relating to the exchange and evolution of knowledge in open environments, which pertinent to both the Semantic Web and Multi Agent System communities alike

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: NL

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: N

Urban modelling as storytelling: using simulation models as a narrative

This article examines the distinctions between empirical and simulation models using the metaphors of argument and narrative. It argues that all argumentation is contextualized within a narrative that is either inferred or communicated. The paper provides another semantic structure for urban models that applies elements of systems- dynamic method to construct "stories" of the past and possible futures of communities in a watershed in southern Arizona. By constructing such narratives this paper demonstrates how computer-based urban models can "tell a story"

Knowledge web: realising the semantic web... all the way to knowledge-enhanced multimedia documents

The semantic web and semantic web services are major efforts in order to spread and to integrate knowledge technology to the whole web. The Knowledge Web network of excellence aims at supporting their developments at the best and largest European level and supporting industry in adopting them. It especially investigates the solution of scalability, heterogeneity and dynamics obstacles to the full development of the semantic web. We explain how Knowledge Web results should benefit knowledge-enhanced multimedia applications

Analyzing collaborative learning processes automatically

In this article we describe the emerging area of text classification research focused on the problem of collaborative learning process analysis both from a broad perspective and more specifically in terms of a publicly available tool set called TagHelper tools. Analyzing the variety of pedagogically valuable facets of learners’ interactions is a time consuming and effortful process. Improving automated analyses of such highly valued processes of collaborative learning by adapting and applying recent text classification technologies would make it a less arduous task to obtain insights from corpus data. This endeavor also holds the potential for enabling substantially improved on-line instruction both by providing teachers and facilitators with reports about the groups they are moderating and by triggering context sensitive collaborative learning support on an as-needed basis. In this article, we report on an interdisciplinary research project, which has been investigating the effectiveness of applying text classification technology to a large CSCL corpus that has been analyzed by human coders using a theory-based multidimensional coding scheme. We report promising results and include an in-depth discussion of important issues such as reliability, validity, and efficiency that should be considered when deciding on the appropriateness of adopting a new technology such as TagHelper tools. One major technical contribution of this work is a demonstration that an important piece of the work towards making text classification technology effective for this purpose is designing and building linguistic pattern detectors, otherwise known as features, that can be extracted reliably from texts and that have high predictive power for the categories of discourse actions that the CSCL community is interested in

Semantic Support for Computational Land-Use Modelling

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Dialogue as Data in Learning Analytics for Productive Educational Dialogue

This paper provides a novel, conceptually driven stance on the state of the contemporary analytic challenges faced in the treatment of dialogue as a form of data across on- and offline sites of learning. In prior research, preliminary steps have been taken to detect occurrences of such dialogue using automated analysis techniques. Such advances have the potential to foster effective dialogue using learning analytic techniques that scaffold, give feedback on, and provide pedagogic contexts promoting such dialogue. However, the translation of much prior learning science research to online contexts is complex, requiring the operationalization of constructs theorized in different contexts (often face-to-face), and based on different datasets and structures (often spoken dialogue). In this paper, we explore what could constitute the effective analysis of productive online dialogues, arguing that it requires consideration of three key facets of the dialogue: features indicative of productive dialogue; the unit of segmentation; and the interplay of features and segmentation with the temporal underpinning of learning contexts. The paper thus foregrounds key considerations regarding the analysis of dialogue data in emerging learning analytics environments, both for learning-science and for computationally oriented researchers