Mapping Big Data into Knowledge Space with Cognitive Cyber-Infrastructure

Big data research has attracted great attention in science, technology, industry and society. It is developing with the evolving scientific paradigm, the fourth industrial revolution, and the transformational innovation of technologies. However, its nature and fundamental challenge have not been recognized, and its own methodology has not been formed. This paper explores and answers the following questions: What is big data? What are the basic methods for representing, managing and analyzing big data? What is the relationship between big data and knowledge? Can we find a mapping from big data into knowledge space? What kind of infrastructure is required to support not only big data management and analysis but also knowledge discovery, sharing and management? What is the relationship between big data and science paradigm? What is the nature and fundamental challenge of big data computing? A multi-dimensional perspective is presented toward a methodology of big data computing.Comment: 59 page

Analysis domain model for shared virtual environments

The field of shared virtual environments, which also encompasses online games and social 3D environments, has a system landscape consisting of multiple solutions that share great functional overlap. However, there is little system interoperability between the different solutions. A shared virtual environment has an associated problem domain that is highly complex raising difficult challenges to the development process, starting with the architectural design of the underlying system. This paper has two main contributions. The first contribution is a broad domain analysis of shared virtual environments, which enables developers to have a better understanding of the whole rather than the part(s). The second contribution is a reference domain model for discussing and describing solutions - the Analysis Domain Model

Communication of art via open research: on cultural policies, heritage and reception of innovation in art

This article debates some main modes of art communication within the urban public space, and their interpretation through Open Research. In particular, it discusses communication regimes in places where cultural and artistic events occur, such as the museum. One of the communicative phenomena circulating there is informal art literacy, which is a different and sometimes opposite process in relation to the formal education at school. Having this aim in mind, firstly two core concepts within Art Communication Studies, which are crucial to this debate, are defined: Public Communication of Art-PCA and art literacy. Secondly, questions pertaining to art communication are raised: the definition of cultural policies that allow cultural inclusion of diverse art publics segments; the role of digital devices to improve the understanding of cultural heritage; the more adequate communication and management strategies for improving publics literacy; the reception process undertaken by cultural audiences around art ideas and concepts shared through art events. Thirdly, such questions are framed within the main theoretical and authors’ positioning in Art Communication Studies. Next, some brief practical advices and recommendations concerning how to develop a research on communication within art worlds are exposed in two parts: the first part suggests some hypothesis corresponding to the previous formulated questions. The second part establishes a synthetic and practical agenda for doing a research on this subject. Some emergent sociological apparatuses, produced to improve the social and cultural impact of art communication, are also presented. Finally, specific modes and targets of this impact are discussed

Communication of art via open research: on cultural policies, heritage and reception of innovation in art

Este artigo debate alguns dos principais modos de comunicação da arte subjacentes ao espaço público urbano, e a sua interpretação através da Investigação Aberta. Em particular, discute os regimes de comunicação presentes em locais onde ocorrem eventos culturais e artísticos, como o museu. Um dos fenómenos comunicativos aí circulantes é a literacia artística informal, processo diferente e às vezes oposto à educação formal ministrada na escola. Para tal, em primeiro lugar, são definidos dois conceitos fundamentais nos Estudos de Comunicação da Arte, e necessários para este debate: a Comunicação Pública da Arte (Public Communication of Art-PCA) e a literacia artística. Em segundo lugar, questões relativas à comunicação de arte são formuladas: a definição de políticas culturais que permitem a inclusão cultural de diversos segmentos de públicos de arte; o papel dos dispositivos digitais por forma a aprofundar a compreensão do património cultural; as estratégias de comunicação e de gestão mais adequadas para melhorar a literacia dos públicos; o processo de receção realizado pelas audiências culturais em torno de ideias e conceitos sobre a arte, partilhados em eventos artísticos. Em terceiro lugar, tais questões são situadas no seio das principais posturas teóricas e autores da área da Comunicação da Arte. Em seguida, são expostos alguns breves conselhos práticos e recomendações sobre como desenvolver uma investigação acerca da comunicação nos mundos da arte, em duas partes: a primeira sugere algumas hipóteses correspondentes às questões formuladas anteriormente. A segunda parte estabelece uma agenda sucinta e prática para realizar uma pesquisa sobre este assunto. Alguns dispositivos sociológicos emergentes, produzidos para fortalecer o impacto social e cultural da comunicação da arte, são igualmente apresentados. Finalmente, modos e metas específicos desse impacto são discutidas.This article debates some main modes of art communication within the urban public space, and their interpretation through Open Research. In particular, it discusses communication regimes in places where cultural and artistic events occur, such as the museum. One of the communicative phenomena circulating there is informal art literacy, which is a different and sometimes opposite process in relation to the formal education at school. Having this aim in mind, firstly two core concepts within Art Communication Studies, which are crucial to this debate, are defined: Public Communication of Art-PCA and art literacy. Secondly, questions pertaining to art communication are raised: the definition of cultural policies that allow cultural inclusion of diverse art publics segments; the role of digital devices to improve the understanding of cultural heritage; the more adequate communication and management strategies for improving publics literacy; the reception process undertaken by cultural audiences around art ideas and concepts shared through art events. Thirdly, such questions are framed within the main theoretical and authors’ positioning in Art Communication Studies. Next, some brief practical advices and recommendations concerning how to develop a research on communication within art worlds are exposed in two parts: the first part suggests some hypothesis corresponding to the previous formulated questions. The second part establishes a synthetic and practical agenda for doing a research on this subject. Some emergent sociological apparatuses, produced to improve the social and cultural impact of art communication, are also presented. Finally, specific modes and targets of this impact are discussed.info:eu-repo/semantics/publishedVersio

A knowledge hub to enhance the learning processes of an industrial cluster

Industrial clusters have been defined as ?networks of production of strongly interdependent firms (including specialised suppliers), knowledge producing agents (universities, research institutes, engineering companies), institutions (brokers, consultants), linked to each other in a value adding production chain? (OECD Focus Group, 1999). The industrial clusters distinctive mode of production is specialisation, based on a sophisticated division of labour, that leads to interlinked activities and need for cooperation, with the consequent emergence of communities of practice (CoPs). CoPs are here conceived as groups of people and/or organisations bound together by shared expertise and propensity towards a joint work (Wenger and Suyden, 1999). Cooperation needs closeness for just-in-time delivery, for communication, for the exchange of knowledge, especially in its tacit form. Indeed the knowledge exchanges between the CoPs specialised actors, in geographical proximity, lead to spillovers and synergies. In the digital economy landscape, the use of collaborative technologies, such as shared repositories, chat rooms and videoconferences can, when appropriately used, have a positive impact on the development of the CoP exchanges process of codified knowledge. On the other end, systems for the individuals profile management, e-learning platforms and intelligent agents can trigger also some socialisation mechanisms of tacit knowledge. In this perspective, we have set-up a model of a Knowledge Hub (KH), driven by the Information and Communication Technologies (ICT-driven), that enables the knowledge exchanges of a CoP. In order to present the model, the paper is organised in the following logical steps: - an overview of the most seminal and consolidated approaches to CoPs; - a description of the KH model, ICT-driven, conceived as a booster of the knowledge exchanges of a CoP, that adds to the economic benefits coming from geographical proximity, the advantages coming from organizational proximity, based on the ICTs; - a discussion of some preliminary results that we are obtaining during the implementation of the model.