Editorial: Five factors in making web communities to survive or fade

This special issue is partly built on the prior issue 'Web-based research networks and learning communities', IJWBC, 6(2). Earlier issues of this journal have underlined the benefit of 'virtual' communities so far: their dynamics, their flexibility to capture actuality, etc. This time, we focus closer on the degree of realism that make online powerful in its commercial and its ideological sense as well. Five factors in making web communities survive or fade are highlighted, and the special issue papers' fit into these factors is outlined

Provenance for computational tasks: a survey

Journal ArticleThe problem of systematically capturing and managing provenance for computational tasks has recently received significant attention because of its relevance to a wide range of domains and applications. The authors give an overview of important concepts related to provenance management, so that potential users can make informed decisions when selecting or designing a provenance solution

Learner models in online personalized educational experiences: an infrastructure and some experim

Technologies are changing the world around us, and education is not immune from its influence: the field of teaching and learning supported by the use of Information and Communication Technologies (ICTs), also known as Technology Enhanced Learning (TEL), has witnessed a huge expansion in recent years. This wide adoption happened thanks to the massive diffusion of broadband connections and to the pervasive needs for education, highly connected to the evolution in sciences and technologies. Therefore, it has pushed up the usage of online education (distance and blended methodologies for educational experiences) to, even in lately years, unexpected rates. Alongside with the well known potentialities, digital-based educational tools come with a number of downsides, such as possible disengagement on the part of the learner, absence of the social pressures that normally exist in a classroom environment, difficulty or even inability from the learners to self-regulate and, last but not least, depletion of the stimulus to actively participate and cooperate with lectures and peers. These difficulties impact the teaching process and the outcomes of the educational experience (i.e. learning process), being a serious limit and questioning the broader applicability of TEL solutions. To overcome these issues, there is a need of tools to support the learning process. In the literature, one of the known approach to improve the situation is to rely on a user profile, that collects data during the use of the eLearning platforms or tool. The created profile can be used to adapt the behaviour and the contents proposed to the learner. On top of this model, some researches stressed the positive effects stimulated by the disclosure of the model itself for inspection purposes by the learner. This disclosed model is known as Open Learner Model (OLM). The idea of opening learners' profile and eventually integrate them with external on-line resources is not new and it has the ultimate goal of creating global and long-run indicators of the learner's profile. Also the representation aspect of the learner model plays a role, moving from the more traditional approach based on the textual and analytic/extensive representation to the graphical indicators that are able to summarise and to present one or more of the model characteristics in a way that is considered more effective and natural for the user consumption. Relying on the same learner models, and stressing the different aggregation and representation capabilities, it is possible to either support self-reflection of the learner or to foster the tutoring process to allow proper supervision by the tutor/teacher. Both the objectives can be reached through the graphical representation of the relevant information, presented in different ways. Furthermore, with such an open approach for the learner model, the concepts of personalisation and adaptation acquire a central role in the TEL experience, overcoming the previous limits related to the impossibility to observe and explain to the learner the reasons for such an intervention from the tool itself. As a consequence, the introduction of different tools, platforms, widgets and devices in the learning process, together with the adaptation process based on the learner profiles, can create a personal space for a potential fruitful usage of the rich and widespread amount of resources available to the learner. This work aimed at analysing the way a learner model could be represented in visual presentation to the system users, exploring the effects and performances for learners and teachers. Subsequently, it concentrated in investigating how the adoption of adaptive and social visualisations of OLM could affect the student experience within a TEL context. The motivation was twofold. On one side was to show that the approach of mixing data from heterogeneous and not already related data sources could have a meaningful didactic interpretations, whether on the other one was to measure the perceived impact of the introduction on online experiences of the adaptivity (and of social aspects) in the graphical visualisations produced by such a tool. In order to achieve these objectives, the present work analysed and addressed them through an approach that merged user data in learning platforms, implementing a learner profile. This was accomplished by means of the creation of a tool, named GVIS, to elaborate on the collected user actions in platforms enabling remote teaching. A number of test cases were performed and analysed, adopting the developed tool as the provider to extract, to aggregate and to represent the data for the learners' model. The GVIS tool impact was then estimated with self- evaluation questionnaires, with the analysis of log files and with knowledge quiz results. Dimensions such as the perceived usefulness, the impact on motivation and commitment, the cognitive overload generated, and the impact of social data disclosure were taken into account. The main result found by the application of the developed tool in TEL experiences was to have an impact on the behaviour of online learners when used to provide them with indicators around their activities, especially when enhanced with social capabilities. The effects appear to be amplifies in those cases where the widget usage is as simplified as possible. From the learner side, the results suggested that the learners seem to appreciate the tool and recognise its value. For them the introduction as part of the online learning experience could act as a positive pressure factor, enhanced by the peer comparison functionality. This functionality could also be used to reinforce the student engagement and positive commitment to the educational experience, by transmitting a sense of community and stimulating healthy competition between learners. From the teacher/tutor side, they seemed to be better supported by the presentation of compact, intuitive and just-in-time information (i.e. actions that have an educational interpretation or impact) about the monitored user or group. This gave them a clearer picture of how the class is currently performing and enabled them to address performance issues by adapting the resources and the teaching (and learning) approach accordingly. Although a drawback was identified regarding the cognitive overload, the data collected showed that users generally considered this kind of support useful. There is also indications that further analyses can be interesting to explore the effects introduced in the teaching practices by the availability and usage of such a tool

Knowing together

In den letzten Jahren sind eine Reihe neuer Anwendungen im Internet entstanden, die zumeist als Web2.0 oder social software bezeichnet werden. Viele dieser Anwendungen sind gekennzeichnet durch die Einbindung mehrerer Agenten in Prozesse zur Verbreitung, Organisation und Herstellung von Wissen. Das Ziel der vorliegenden Dissertation besteht in der Analyse der epistemologischen Relevanz dieser epistemischen social software Anwendungen. Da die Kommunikation und Interaktion zwischen mehreren Agenten deren Schlüsselmerkmal darstellt, bildet die Soziale Erkenntnistheorie als philosophische Disziplin, welche die Weisen untersucht, in denen Wissen sozial bedingt ist, die theoretische Grundlage für die Analyse der epistemischen Prozesse innerhalb dieser Systeme. Weil bisher keine soziale Erkenntnistheorie eine ausreichende Theorie für die Analyse epistemischer social software zur Verfügung stellen konnte, habe ich die Grundlagen für ein neues sozio-epistemisches Model entwickelt, welches zwar im sozio-epistemologischen Diskurs verankert ist, jedoch um Erkenntnisse aus dem Feld der Science and Technology Studies (STS) erweitert wurde. Dieses Model gründet in der Klassifikation von sozio-technischen epistemischen Systemen anhand unterschiedlicher Mechanismen der Schließung, welche zur Beendigung sozio-epistemischer Prozesse verwendet werden. Diese Klassifikation anhand der drei Schließungsmechanismen Integration, Aggregation und Selektion zielt nicht auf die Einebnung der Differenzen zwischen sozio-technischen epistemischen Systemen, vielmehr liegt ihr Wert in ihrer heuristischen Fruchtbarkeit, darin Differenzen aufzumachen. Systeme, welche unterschiedliche Schließungsmechanismen nutzen, sind gebunden an unterschiedliche soziale, technische und epistemische Voraussetzungen, sie haben unterschiedliche Stärken und Schwächen und eignen sich daher für unterschiedliche epistemische Aufgaben. Das von mir entwickelte Modell lenkt dabei die Aufmerksamkeit auf ein bislang weitgehend in der sozialen Erkenntnistheorie vernachlässigtes Thema: das Technische und seine Beziehung zum Sozialen und zum Epistemischen. Da die meisten epistemischen Praktiken heute durchdrungen sind von Technologie, ist deren Berücksichtigung von entscheidender Bedeutung für jede soziale Erkenntnistheorie, die beansprucht, nicht nur normativ angemessen, sondern auch empirisch adäquat zu sein.In recent years new applications emerged on the Web which received the labels Web2.0 or social software. In many of these applications people are engaged in epistemic activities, such as the dissemination, organization or creation of knowledge. The goal of this thesis is to analyze the epistemological relevance of such epistemic social software. Because communication and interaction between multiple agents seems to be the key to understand the epistemic processes within such systems, social epistemology, the philosophical discipline exploring the ways and the extent to which knowledge is social, was chosen as a theoretical framework. However, none of the existing comprehensive social epistemologies delivers a sufficient framework to analyze epistemic social software. Therefore, I have developed a new socio-epistemological framework to analyze epistemic social software which is rooted in socio-epistemological discourse, but amends it with insights from the field of Science and Technology Studies (STS). My framework is founded on a tripartite classification of socio-technical epistemic system based on the mechanisms they employ to close socio-epistemic processes. These three mechanisms are integration, aggregation and selection. With this classification I do not aim at reducing the differences between systems to their mechanisms of closure. However, I argue that the classification based on this indicator is heuristically fruitful. Systems employing different mechanisms of closure depend on different social, technical and epistemic prerequisites, have different strengths and weaknesses and are optimal for different epistemic tasks. My model puts a fact into the focus that has been neglected so far in social epistemology: the technical and its relationship to the social and the epistemic. Since most epistemic practices are nowadays pervaded by technologies, such a consideration of the role of technologies in these practices seems to be indispensable for any social epistemology that aims at being not only normatively appropriate, but also empirically adequate